Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma

Children and young people from diverse populations are statistically more at risk of exclusion; however, education providers can make a difference to all children and young persons’ learning outcomes, no matter what their personal circumstances. To achieve this, not only must educators form closer and more authentic relationships with these children and their communities, but the governments that fund learning environments must also be prepared to provide adequate resourcing and training opportunities.

Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma addresses both the general and specific issues that may prevent children and young people from diverse populations from being safe, supported, and included in learning environments. Some chapters focus on general factors that contribute to both inclusion and exclusion at early childhood and in formal school environments, while others present research-based best practice and practical advice to enable good education outcomes for indigenous, migrant, and LGBTQI children and those who experience mental health problems, drug misuse, and abuse. Lastly, the book includes information about how to negotiate and set up programmes that have been shown to be effective with communities that differ from the dominant culture.

This book provides practitioners in education, health, and social work with information and practical advice on how to retain all children and young people in early childhood, formal school education, and tertiary settings.