Course description
This interactive workshop dives deep into the complex world of bullying and its profound effects on children and young people. It will also consider the complexity and further impacts for some children such as those in out of home care. It will explore bullying and the overlay of trauma and consider how this presents in the classroom. The workshop includes practical tools and fresh insights to identify, understand, and address bullying behaviours using a compassionate, trauma-informed approach. The session will be valuable for all staff working in schools.
Numbers for this session are limited.
Course outcomes
Gain practical tools and fresh insights to identify, understand, and address bullying behaviours using a compassionate, trauma-informed approach.
21st May 2026 – 12:30pm – 3:30pm
Registration Link – Private Workshop Enrolment – Australian Childhood Foundation Professionals
REGISTRATIONS CLOSE: 14 May 2026
16th September 2026 – 12:30pm – 3:30pm
Registration Link – Private Workshop Enrolment – Australian Childhood Foundation Professionals
REGISTRATIONS CLOSE: 9 September 2026
Upcoming ACF/DECYP Professional Learning can be found at:
Course Details Private – Australian Childhood Foundation Professionals
For further information and resources, please visit the Trauma Informed Practice PL Intranet page or contact universal.trauma.PL@decyp.tas.gov.au
This training program is strictly only available to DECYP staff as part of the partnership with ACF. Please do not share any enrolment link/s externally.
Australian Professional Standards
- Standard 1 – Know students and how they learn
- Standard 4 – Create and maintain supportive and safe learning environments
- Standard 6 – Engage in professional learning
Principal Capability Framework
Social
- S3 – Shapes an inclusive culture that fosters mutual respect, agency and accountability
- S4 – Creates a safe and secure environment for students and staff
Personal
- P6 – Is committed to an ethic of care
Knowledge and Expertise
- K6 – Leads, models and engages in professional learning