Student Engagement

Jeff Thomas, Ph.D., is an assistant principal at a large secondary school in Tasmania. Prior to this role, he worked in a variety of schools and eventually established and ran a program for disengaged students. After completing his Ph.D., he spent a decade researching extensively in the areas of student engagement and behaviour and taught initial teacher education students and practising teachers as a lecturer at the University of Tasmania. Helen Egeberg, Ph.D., is an educational researcher and professional development provider in Australia and abroad. With over thirty years of experience as a secondary school teacher and as a senior lecturer/course coordinator at Edith Cowan University, her focus has consistently been on developing safe and supportive learning environments for all students. Roberto H Parada, Ph.D., is a registered psychologist and Associate Professor in Adolescent Development, Behaviour, Wellbeing and Pedagogical at the School of Education, Western Sydney University. His research interest focuses on student wellbeing, bullying intervention, social-emotional learning, and mental health in schools. He has worked in government and non-government organisations, implementing and evaluating various individual and population-level interventions to promote the wellbeing of young people. Danielle Tracey, Ph.D., is an educational and developmental psychologist, and Professor in the School of Education and the Translational Health Research Institute at Western Sydney University. Her research and teaching interests focus on educational and developmental psychology, disability studies and evaluation. Her expertise is underpinned by substantial experience as an educational and developmental psychologist and program manager in the community sector. Karen Martin, Ph.D., is Professor of Trauma-Informed Practice and adjunct at the University of Western Australia and University of Tasmania. With colleagues, she led the development of the International Trauma-Informed Practice Principles for Schools and subsequently the Thoughtful Schools Program. Her prior research, teaching and advocacy has encompassed mental wellbeing, domestic violence prevention, psychosocial distress, loneliness and homelessness.

• 1. Engagement; 2. Factors outside school; 3. School factors; 4. Classroom structures; 5. Communication; 6. Rules, expectations and guidelines; 7. Disengaged behaviours; 8. Corrective strategies; 9. Trauma-informed practice; 10. Students with emotional and behavioural disorders; 11. Bullying prevention and intervention; 12. School-wide approaches; 13. Reengagement programs.