Culturally Responsive Trauma Informed Practices (3-part series)

Educators in Australia work with children and families from culturally diverse backgrounds each day in early childhood contexts. Being aware of the diversity of each child’s cultural heritage is essential to consider enabling a culturally responsive stance in our teaching practices.

The learning and developmental needs of children in early childhood education and care (ECEC) settings are complex and expansive presenting educators with unique challenges.  Amongst the most vulnerable children are those exposed to adversity and maltreatment, such as child abuse, exposure to war, displacement and poverty. Trauma informed practices aim to specifically accommodate for the impact on the attachment styles and social-emotional capabilities of young children exposed to such potentially traumatic experiences. With a growing multicultural population in Australia, attention has now turned to the use of trauma informed practice in a culturally responsive manner. This course will review the contemporary research and frameworks relating to working safely and effectively with children and families from culturally and linguistically diverse communities (CALD).

The three, 1.5-hour workshop sessions will focus on the facilitation of psychological safety, improving trustworthiness in relationships, and enabling collaboration in the use of trauma informed practice with CALD children, their families, and the broader ECEC community.

Series Outline:

Session 1: Introduces cultural awareness, emphasizing the importance of recognizing deep culture, cultural archetypes (individualism vs. collectivism, oral vs written traditions), and the need to examine our own cultural lenses. 

Session 2: Builds on this by exploring the neuroscience of trauma and stress, including brain development and the impact of toxic stress. Using models like the Window of Tolerance, it explains how trauma manifests as challenging behaviors in early learning settings.

Session 3: Focuses on building safe, trusting relationships in early childhood settings. It explores attachment theory, how trauma and cultural disconnection disrupt attachment, and how to rebuild relational safety. It provides strategies for educators to 'see, hear, reflect and validate' children's experiences and stresses the importance of responsive and individualised relationships.

  • No future dates available.

About the presenters

  • Dr Govind Bio Pic 2026
    Dr Govind Krishnamoorthy

    Associate Professor Govind Krishnamoorthy is a clinical psychologist and academic at the University of Southern Queensland, Australia. Dr.Krishnamoorthy's research and clinical practice focuses on improving mental health and educational outcomes for children and adolescents from marginalised backgrounds. For over 15 years, he has worked extensively with children and families exposed to abuse and neglect in both public and private sector. Dr. Krishnamoorthy has collaborated with health services, schools and community services in implementing and systems approaches for trauma informed care.