We know all too well the pressures for parents and carers who have been supporting their children’s education through remote learning over the last 18 months have been intense. Especially for families in Victoria due to the ongoing and extended sixth lockdown.

Naturally, all parents and carers are concerned about their children’s education, and the impact extended periods away from classrooms will have on them.

Thankfully we have commenced a slow transition back to the classroom, however, it has been noted that there may be a hybrid model for sometime. If you could do with expert tips to help with this transition, you’re in the right place.

Today we welcome our special guest Dr Tom Brunzell, Director of Education at family service organisation Berry Street, co-author of Creating Trauma-Informed, Strengths-Based Classrooms, and Honorary Fellow at the University Of Melbourne Graduate School Of Education.

We ask Tom questions including:

  1. What is the impact of extended remote learning on students’ education?
  2. From your research, has remote learning created a negative impact and secondary traumatic stress on children, if so how?
  3. What have been your personal observations of this with the students and families you’ve been working with at Berry Street and the wrap-around support of children and young people?
  4. How long do you think the hybrid / remote learning model will continue post-lockdown and parents will be required to continue supporting their children’s education at home?
  5. In your article, you provide 3 strategies that adults can action at home that teachers and teacher assistants do every day in the classroom?
  6. What is a strengths-based classroom?
  7. Why do you believe trauma awareness is important in schools – for teachers, parents, and school leaders? What does that look like post-lockdown?

For Dr Tom’s full article, please go to:

For further details: