Organising Committee
Dr Jen Achari
Head of School - Youth Futures Community School and Lecturer - School of Education, Edith Cowen University
Dr. Jen Achari is a national voice in trauma-informed and alternative education, leading a multi-campus CaRE school in Western Australia and lecturing at Edith Cowan University. Her PhD developed a national trauma-informed framework for alternative education, shaping more inclusive practice across the sector. Drawing on her lived experience of complex trauma, Jen brings both professional expertise and personal insight to her leadership, research, and teaching—advocating for education systems where every young person feels safe, supported, and able to thrive.
Dr Meegan Brown
School of Education, Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology
Dr Meegan Brown is a senior lecturer and the Study Area Co-ordinator of the Master of Education School Guidance and Counselling at QUT. Her research includes trauma-informed schooling, rural and remote education, educators experiences of working with students living with the effects of trauma, and School Guidance and Counselling. Meegan has over 20 years of experience working as teacher (early childhood, primary, secondary), small school principal, Guidance Officer and Senior Guidance Officer.
Professor Marcelle Cacciattolo
Associate Director, Institute for Sustainable Industries and Liveable Cities (ISILC), Victoria University
Professor Marcelle Cacciattolo is a sociologist and the Associate Director (Research Training) in the Institute for Sustainable Industries and Liveable Cities at Victoria University. Over the last twenty-four years her research has been cross-disciplinary involving health sciences and education-based research. Research projects that Marcelle has been involved in include young people and their wellbeing, refugee relocation and innovative teaching and learning pedagogies within tertiary settings. Marcelle works closely with preservice teachers and schools to examine how inclusive pedagogies can support children and families who are the least advantaged. Marcelle is an expert in trauma informed pedagogies and is working alongside international communities to establish trauma informed initial teacher education programs.
Leanne Cornell-March
Senior Advisor Child Safety and Trauma-informed practice, Department for Education South Australia
Leanne works in the South Australian Department for Education, leading the Child Safety and Trauma-Informed Practice team. Leanne has oversight of policy and practice to safeguarding children and young people in public education. Her team also oversees the implementation of the trauma-aware schools initiative, providing training and support to schools and preschools to implement trauma-informed practice. These programs foster educators capacity to create safe, inclusive and supportive environments for students.
Stephanie Curtis
School of Education Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology
Stephanie has extensive experience as an educator, policy officer and manager in the state education department in Queensland. Additionally, she works with private organisations that support young people to access their education and to thrive in education settings. She has a particular interest in supporting students with social, emotional, or behavioural needs, especially those living with the outcomes of complex trauma. Stephanie is a sessional academic at QUT and teaches classes in Trauma Aware Education, Positive Learning Environments and Inclusive Education.
Dr Judith Howard
Professor, School of Education, Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology
Professor Judith Howard is a national leader in Trauma-Aware Education in Australia, with important international reach. Judith comes from an extensive career and experience within government schooling in Queensland. She has worked as a teacher, school counsellor and student behaviour specialist and has held both regional and state leadership positions with the Queensland Education Department. Judith’s work has always had a keen focus on addressing the concerns faced by young learners living with the outcomes of complex trauma and the people working hard to educate them. She promotes a neuroscience-informed approach – to which she believes every educator needs access. Judith oversees pre-service and post-graduate teacher education in Trauma-Aware Education at QUT (including the popular, “Microcredential in Trauma-Aware Education” and “Graduate Certificate in Trauma-Aware Education”) and has developed online courses that are reaching thousands nationally and internationally. She supervises a growing number of PhD students who are adding to the research evidence base for Trauma-Aware Education. She is the author of the popular book: “Distressed or Deliberately Defiant: Managing Challenging Student Behaviour due to Trauma and Disorganised Attachment (2013) and her more recent publication, “Trauma-Aware Education” Essential Information and Guidance for Educators, Education Sites and Education Systems” (2022). Judith continues to be busy researching, writing, speaking and training, and developing resources to advance Trauma-Aware Education across Australia.
Dr Lyra L’Estrange
School of Education, Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology
Dr Lyra L’Estrange is a senior lecturer in the School of Education at QUT. Lyra’s research and teaching in trauma-aware education contributes to redefining support systems for children and adolescents living with the outcomes of complex trauma and significant adversity. Lyra uses her research experience in public health to translate trauma-informed principles into the education space, supporting learning and development and advocating for the wellbeing of staff and students. Lyra teaches undergraduate and post-graduate units in trauma-aware education and supervises several research students investigating trauma-informed practice across different contexts. She is currently leading research investigating trauma-informed practice in tertiary education.
Kristy Lang
Manager, Strategic Projects, Child Wellbeing & Mental Health Services Student Support and Specialist Programs Directorate, Teaching, Learning and Student Wellbeing Division, NSW Department of Education
Kristy Lang is Manager, Strategic Projects (Child Wellbeing & Mental Health Services / Student Support and Specialist Programs) with the NSW Department of Education. She leads system-wide initiatives in trauma-informed practice, wellbeing, and professional learning, supporting schools to create safe and inclusive environments. Kristy chairs the National Trauma-Aware Education Working Party and collaborates with key stakeholders across education, health, and community sectors. With over 20 years’ experience in child and family work, Kristy holds qualifications in criminal justice, a Master of Social Work, and postgraduate studies in developmental trauma and trauma-aware education. She is currently undertaking postgraduate studies in psychology. Kristy is deeply passionate about this work and sees it as vital to bringing about positive change for improved learning and wellbeing.
Dr Anne Southall
Senior Lecturer Inclusive education/Trauma, La Trobe University School of Education
Dr. Anne Southall, Senior Lecturer at La Trobe University, has over 30 years’ experience in mainstream and special education in Australia and the UK. A leader in trauma-informed education, she developed a school-based supervision model to support educators and uses arts-based research to raise awareness of the student experience. Her current work focuses on developing trauma-informed frameworks that strengthen teacher practice and maximise learning opportunities for vulnerable students.
Business Partner
Ben Sacco
Managing Director, Education Economy
With more than 20 years of experience in Education, Ben Sacco works with schools and education systems to create the conditions for quality teaching, engaged learning and whole school wellbeing.
Ben is an education specialist and Author of ‘Disruption in Schools: Understand me before you mark me!’. He works with schools, teachers and principals to tackle issues like teacher burnout, retention and student behaviour.
Many of his strategies to improve behaviour and classroom dynamics in schools are grounded in a deep understanding of neuroscience, child development and psychology.
Ben is the Managing Director of Education Economy, an education consulting business focused on ensuring that education professionals do not face diminished health and wellbeing outcomes as an outcome of doing what they love!
