Helen Stokes is a Professor of Education at the University of Melbourne, Faculty of Education. Her research explores trauma-informed instructional practices and relational pedagogies with a focus on how schools lead their implementation in low socio-economic communities.Jack Greig is a Senior Consultant at Berry Street Education Model and a DEd candidate at the University of Melbourne, Faculty of Education. His research explores pathways to social equity and school engagement through trauma-informed pedagogies, culturally responsive practice, and systems-aware school leadership.Tom Brunzell is Director of Berry Street Education Model (BSEM) and an Honorary Fellow at the University of Melbourne, Faculty of Education. His research explores transforming school culture through pedagogies that integrate evidence of learning, student engagement, and trauma-informed practice.

• Chapter 1. Introduction to Trauma-Informed Educational LeadershipChapter 2. The Need for Trauma-Informed Educational LeadershipChapter 3. Key Leadership PracticesChapter 4. Leading Trauma-Informed Learning and TeachingChapter 5. Leading Trauma-Informed Self and OthersChapter 6. Leading Trauma-Informed Management of the SchoolChapter 7. Leading Trauma-Informed Community EngagementChapter 8. Leading Trauma-Informed Improvement, Innovation, and ChangeChapter 9. Developing a Model of Trauma-Informed Educational Leadership (TIEL)

Helen Stokes is a Professor of Education at the University of Melbourne, Faculty of Education. Her research explores trauma-informed instructional practices and relational pedagogies with a focus on how schools lead their implementation in low socio-economic communities.Jack Greig is a Senior Consultant at Berry Street Education Model and a DEd candidate at the University of Melbourne, Faculty of Education. His research explores pathways to social equity and school engagement through trauma-informed pedagogies, culturally responsive practice, and systems-aware school leadership.Tom Brunzell is Director of Berry Street Education Model (BSEM) and an Honorary Fellow at the University of Melbourne, Faculty of Education. His research explores transforming school culture through pedagogies that integrate evidence of learning, student engagement, and trauma-informed practice.

• Chapter 1. Introduction to Trauma-Informed Educational LeadershipChapter 2. The Need for Trauma-Informed Educational LeadershipChapter 3. Key Leadership PracticesChapter 4. Leading Trauma-Informed Learning and TeachingChapter 5. Leading Trauma-Informed Self and OthersChapter 6. Leading Trauma-Informed Management of the SchoolChapter 7. Leading Trauma-Informed Community EngagementChapter 8. Leading Trauma-Informed Improvement, Innovation, and ChangeChapter 9. Developing a Model of Trauma-Informed Educational Leadership (TIEL)

Helen Stokes is a Professor of Education at the University of Melbourne, Faculty of Education. Her research explores trauma-informed instructional practices and relational pedagogies with a focus on how schools lead their implementation in low socio-economic communities.Jack Greig is a Senior Consultant at Berry Street Education Model and a DEd candidate at the University of Melbourne, Faculty of Education. His research explores pathways to social equity and school engagement through trauma-informed pedagogies, culturally responsive practice, and systems-aware school leadership.Tom Brunzell is Director of Berry Street Education Model (BSEM) and an Honorary Fellow at the University of Melbourne, Faculty of Education. His research explores transforming school culture through pedagogies that integrate evidence of learning, student engagement, and trauma-informed practice.

• Chapter 1. Introduction to Trauma-Informed Educational LeadershipChapter 2. The Need for Trauma-Informed Educational LeadershipChapter 3. Key Leadership PracticesChapter 4. Leading Trauma-Informed Learning and TeachingChapter 5. Leading Trauma-Informed Self and OthersChapter 6. Leading Trauma-Informed Management of the SchoolChapter 7. Leading Trauma-Informed Community EngagementChapter 8. Leading Trauma-Informed Improvement, Innovation, and ChangeChapter 9. Developing a Model of Trauma-Informed Educational Leadership (TIEL)