Fostering a trauma aware mindset in VET youth work students Open Access

International studies estimate that 62–68% of young people will have been exposed to at least one traumatic event by the age of 17 years (AIHW, 2021; Bendall et al., 2018). The long-lasting impact on children and young people who have been exposed to adverse childhood experiences (ACEs) has been documented by Metzler et al. (2017) and Felitti et al. (1998). They claim that some of these impacts include social, emotional and cognitive impairments as well as low self-esteem and distorted perceptions of agency.

Other ways in which ACEs can impact on an individual’s mental health and wellbeing include an inability to engage in affect regulation (Graham and Johnson, 2021; Skiba, 2020), relationship insecurity, poor socialisation, hyperactivity (Graham and Johnson, 2021), disruptive behaviour and other behavioural issues (Downey and Crummy, 2022). Poor impulse control (Graham and Johnson, 2021), and sleep disturbances (Downey and Crummy, 2022) often occur for individuals who have endured extreme and complex forms of trauma (Skiba, 2020). The adoption of negative, health-risk behaviours can also lead to higher incidences of social problems and behaviours (Gavin et al., 2022; Lynch et al., 2024; Skiba, 2020; Thomason and Marusak, 2017).

This paper reports on a small-scale study conducted in 2024. The study investigated the impact of a compulsory unit of study on current and graduate students who had enrolled in a Certificate IV in Youth Work at a technical and further education institution (TAFE) in Victoria, Australia. The compulsory unit of study focused on trauma through a youth work lens. The unit aimed to strengthen student skills and knowledge on how to work constructively and sensitively with young people who had been impacted by trauma.

Perfect et al. (2016) define trauma as, “an acute or chronic life event that threatens one’s physical or emotional wellbeing”, (p. 7). Life events that can contribute to trauma include interpersonal violence, political conflict, historical trauma and socio-cultural violence. More broader definitions of trauma can include the experience of a sudden event that can overpower and hijack an individual’s nervous system (Howard, 2013). For example, natural disasters, the death of a loved one, sudden illness and unemployment can lead to overwhelming feelings of grief and sadness. In the absence of supportive networks and specialized care, traumatized individuals can ensue overloaded nervous systems, depressive thoughts, physical ailments and de-regulated behavioural patterns.

Intergenerational trauma is a term that is used to describe trauma that is passed on from one generation to the next (Jensen et al., 2020; Jeyasundaram et al., 2020). First Nation communities (Aitkinson, 2013; O’Neill et al., 2018), families of holocaust survivors (Matz et al., 2015), wives and children of war veterans (Johnson, 2022) can often experience emotional and psychological distress. This is largely due to their interactions with people who have endured high levels of trauma and epistemic violence. Duran (2006), a psychologist who has investigated international trauma amongst Native American Indians, refers to intergenerational trauma as the maker of, “soul wounds” that manifest deep within a person’s mind and spirit. If not treated with specialized care, “the survivor is likely to engage only with their protections and avoid stimuli that will engage them with traumatic factors” (Johnson, 2022, p. 13).

Vicarious trauma, otherwise known as secondary trauma, is another form of trauma. This kind of trauma often occurs amongst practitioners and allied health staff who work with people who have been exposed to traumatic events (Evces, 2015; Sawicki, 2019). Over time, cumulative levels of exposure to other people’s pain and suffering can have a detrimental impact on the health and wellbeing of workers in this field. The impact of secondary trauma can include feelings of burnout, heighted emotions of workplace irritability and an inability to remain focused on day to day tasks (Cieslak et al., 2014). According to Greinacher et al. (2019), first-responders to emergency situations such as fire fighters, police officers, paramedics and emergency hospital staff are often at high risk of experiencing secondary traumatization. These researchers also note that first responders who have a high level of resilience in dealing with workplace risk factors, have extensive support networks and proactive thinking patterns.

With increasing incidences of trauma amongst young people there has also been a shift in the role of youth workers and youth work programs across Australia. This shift has seen a greater commitment in youth work programs to supporting the needs of young people who have a history of complex trauma (Graham and Johnson, 2021). In recent years, there has also been a greater emphasis in youth work training programs on understanding how to support young people’s mental health needs. Engaging in active listening and providing safe spaces where young people can discuss personal, social and educational problems helps to enhance young people’s wellbeing. Other salient topics that feature in youth work practice curriculum include the development of safety plans, identifying potential referrals and establishing positive, strength-based trusting relationships when interacting with young people (Damian et al., 2018; Ní Charraighe and Reynolds, 2024; Wright and Ord, 2015).

With the emergence of greater numbers of young people presenting with complex trauma, there is a need to re-think the design and delivery of youth work training programs. The implementation of trauma informed approaches (TIA) in units of study and curriculum design can help to equip youth work students with trauma aware professional skills and knowledge. Youth work students who are trauma aware are more likely to understand and have knowledge of how they can best facilitate the creation of safe, supportive professional relationships where young people can thrive. Trauma-sensitive youth work students are also taught to be mindful of body language and certain cues that are likely to re-trigger young people in harmful ways (Corney et al., 2024; Hickle, 2020; Williams, 2022).

The Australian Youth Affairs Coalition (AYAC) defines youth work as,

Youth workers are employed in diverse workplace contexts across Australia. The main role of a youth worker is to support the needs of young people so that they can make informed decisions that sustain and enrich their livelihood (Corney and Broadbent, 2021). Many youth work graduates are employed in the youth justice system, out-of-homecare, youth advocacy and education sites (YACVic, 2025). Increasingly, youth workers are employed in alternative schools, also known as “flexi schools” (Mills et al., 2017). Flexible schools provide students, who have typically been marginalised or excluded from mainstream schooling, with an alternative teaching program that responds to their individualised learning needs. Flexible learning schools around Australia are led by organisations such as Edmund Rice Education Australia (EREA), Berry Street School and MacKillop Education.

Organisations like EREA across Australia have employed youth workers because of their highly specialised skills and knowledge in supporting young people with complex life histories (Broadbent et al., 2019; Corney et al., 2024; te Riele et al., 2020). Corney et al. (2024) describe the role of youth workers in schools as, “bridge builders” and “boundary spanners” (p. 1). The authors emphasise the role of youth workers in creating trusting, reliable and respectful relationships with young people and their community/personal connections. This relational foundation creates a space where youth workers act as translators and connectors, “between vulnerable young people and an array of community and personal resources” (Corney et al., 2024, p. 8).

When contrasting youth work practices with the skills required to be an effective trauma aware practitioner, there are key areas that overlap. A main goal of youth workers is to support young people to exercise their independence and to realise their rights (AYAC, 2013). Trauma-aware care also focuses on empowering young people to practice control and choice in their everyday lives (Bargeman et al., 2021; Hickle, 2020; Purkey et al., 2018). Hickle (2020) highlights the importance of choice and control for young people who experience trauma, even when options are limited. They also stress the importance of youth workers in supporting young people to make decisions about their own healthcare. This is especially important when young people feel emotionally and mentally unbalanced and experience high levels of distress (Ní Charraighe and Reynolds, 2024). The main point here is that an effective youth work practitioner understands the importance and impact of trauma-sensitive approaches when working alongside young people who are survivors of trauma.

The paucity of research about the prevalence of trauma informed theory and knowledge in youth work qualifications in Australia has fuelled a call for more research connected to youth work qualifications. There has also been a call out for youth work students to have greater exposure to trauma informed theory and practice (Vamvakos and Berger, 2024). Vamvakos and Berger (2024) highlight the importance of face-to-face learning where students can authentically apply learnt skills of trauma informed practice to an employment context. Providing youth work students with insight into the successful application of trauma aware frameworks can help graduates to feel confident when working in youth justice settings (Malvaso et al., 2024).

International research suggests a link between specific trauma aware qualifications and improvements in trauma aware capabilities. Research conducted by Lotty et al. (2024) centred on Irish child welfare practitioners who completed a post-graduate level qualification in trauma aware practice. Data findings suggested that after completing the qualification youth work practitioners reported an increase in trauma aware knowledge and professional efficacy (Lotty et al., 2024). Due to the scarce literature that exists in this area there is a need for greater research on the impact of trauma aware units of study on youth work students and youth work graduates.

This research project investigated youth work student perceptions of a trauma unit of study that was completed during their youth work program. The perceptions of graduate students who completed this unit are also captured in the data findings section. The research question that provided a focus for inquiry was, “How does the completion of a trauma aware unit of study equip youth work students and youth work graduates to work effectively with young people who have been impacted by trauma?”

The study adopted an interpretivist, qualitative approach that focused on subjective interpretations of meanings (Creswell, 2014). An interpretivist approach aligns with the belief that reality is socially constructed and made meaningful through the understandings and interpretations that people use to interpret their lived experiences (Pulla and Carter, 2018; Putnam and Banghart, 2017). Unlike positivist research approaches, qualitative methodologies position people’s emotions and feelings at the centre of understanding social phenomena and endeavour to “unveil the “what”, “why”, “what”, “when”, “where”, “who” and “how” behind social behaviours and interactions” (Lim, 2025, p. 20).

A non-probability convenience sampling approach was used to recruit nine research participants (Pace, 2021). Research participants included students who were enrolled in a VET Certificate IV of Youth Work in a TAFE institution in Victoria. There were ten participants in the study made up of six students who were enrolled in the unit and four graduate students who had completed the unit. The entire cohort was made up of five identified female and five identified male participants. The ages of the participants ranged between 18 and 52 years.

Data was collected via semi-structured interviews. Each of the interviews lasted for around 45–90 min. Interviews were conducted over a period of 8 weeks. Both in-person and online interviews (Zoom) were conducted in this study. Semi-structured interviews were chosen as a data-collection tool because the research sought to investigate participants’ subjective reflections on the value of the trauma unit that they had completed. Semi-structured interviews also provided an opportunity through which to solicit internal thought patterns and deliberations of the participants. Adams (2015, p. 494) makes the point that semi-structured interviews are a powerful tool, “if you are examining unchartered territory with unknown but potential momentous issues and your interviewers need maximum latitude to spot useful leads and pursue them”. The researchers felt it necessary to bring to the surface youth work student and youth work graduate perceptions of the impact of completing a unit on trauma during their studies. Drawing attention to their perceptions can help to identify teaching and learning practices that best prepare youth work graduates with trauma informed skills and knowledge.

Data was collected through one focus group session that involved two current students who were enrolled in the Certificate IV in youth work. A focus group was chosen as an additional data-collection tool because it allowed the researchers to obtain shared interpretations of the impact of the trauma aware unit on current students enrolled in the program. Moreover, focus groups allowed for the exploration of participant understandings and perceptions on key aspects of the trauma aware unit that hindered or extended knowledge and skills on the cultivation of a trauma aware mindset.

Research ethics for this study was approved by the Victoria University’s Human Research Ethics Committee. Pseudonyms have been used to protect the confidentially of each of the participants.

The semi-structured interviews and the focus group sessions were audio recorded and transcribed via a combination of transcription software and manual transcription. Eight of the participants (four youth work graduates and four current youth work students) were interviewed. A thematic analysis process was used to identify over-arching themes in the data set. This process included (1) becoming familiar with the data, (2) generating initial codes, (3) searching for themes, (4) reviewing themes, (5) defining themes and, finally, (6) writing up the findings (Braun and Clarke, 2006). An inductive process was followed for the thematic analysis process, during which themes were derived from the data set and not the research questions (Campbell et al., 2020). The final step was to use the identified themes to answer the research question, “How does the completion of a trauma aware unit of study equip youth work students and youth work graduates to work effectively with young people who have been impacted by trauma?”

There were several key data themes to emerge from the data analysis phase that made it possible to respond to the research question under investigation. These themes are presented further in the text.

Equipping youth work students with trauma informed knowledge and skills requires specific pedagogical approaches and curriculum content material. All the participants highlighted the important role that their teachers played in assisting them to cultivate a trauma informed mindset. Both participant cohorts (current youth work students and graduate youth work students) asserted that having a compulsory trauma unit in their studies was invaluable to extending their repertoire of youth work skills. For example, being aware of the different types of traumas that young people can experience was seen as being an important learning point to emerge from the trauma unit. Stella, a graduate youth work student exclaimed the importance of engaging in curriculum activities that led to a deeper understanding of how trauma manifests and is embodied by young people. We see this when Stella exclaims, “… it’s (trauma) something that’s very unique, something unique to a person, because trauma can vary with every person. So, trauma to one person might be something different to someone else … You never know how someone’s going to respond to trauma” (Stella).

Trauma is often described as an event, for example an assault; however, both current and graduate students were able to describe the diversity of trauma experiences including neglect, abuse, domestic and family violence, physical and sexual assault as well as intergenerational trauma (Skiba, 2020). The participants in this study were aware of this. We see it when they assert, “The young people that I have worked with have been part of and exposed to all the different types of trauma – physical abuse, sexual abuse, grooming, drug taking, stealing cars, holding people up, assaulting people, selling drugs”, (Rachael, Graduate Student); trauma in relationships: “So you’ve got like one off event traumas. Then you’ve got like interpersonal trauma which relates to other people and traumas within relationships” (Lesley, Current Student); witnessing violent events: “I think being in violent situations is an important one. Witnessing violence, being in a family where there is domestic violence, verbal abuse and sexual abuse. Situations where a person were stuck and could not get out of” (Jamie, Current Student) and neglect as trauma: “If I can add to the list, I think we need to add neglect and parents and adults not interested in a young person’s life. I think to a child that leads to a feeling of being unsafe”, (Robin, Current Student). An understanding that trauma is encountered and embodied in multiple ways is a necessary lens that makes up a trauma aware mindset.

Lesley, a current youth work student discussed how participating in the trauma unit helped in recognising the signs and symptoms of trauma. Being able to discern what de-regulated behaviour looks like, in contrast to calculated misbehaviour, was an invaluable epiphany. Too often practitioners are unaware of how traumatic episodes play out in the body (Van der Kolk, 2015). This uncertainty can lead to unintended consequences of labelling and shaming a young person who is unable to control their behaviour or emotions. The participants discussed the importance for their professional practice of knowing the difference. Being able to work effectively and sensitively with young people who have been impacted by trauma was important to Lesley. We see this when he exclaims,

Being able to recognise signs of emotional, physical and cognitive dysregulation helps to nurture a trauma aware mindset for youth work students and graduates.

Teachers in VET programs are required to maintain currency within their areas of teaching. Many of the participants noted that teachers who had extensive practical experience in the youth work field were more effective in connecting theory to practice. Jasmine, a current student in the VET Certificate IV of Youth Work, stated that, “I’ve been lucky enough, like, my coordinator, who’s also my teacher, she works in the field. Like, she’s been great. She really understands trauma informed teaching”. Stella, a current youth work student, disclosed during her interview that she had ADHD and had also experienced trauma in her lifetime. What she valued most was her teacher’s ability to use a range of pedagogical tools in the classroom that supported her learning style. Stella explained, “so you’ve got that intersection. Yeah so it’s good to have visual one-on-one learning … I feel like it just works as well because it is visual … I get lost in the words”. Teachers who were aware of the learning challenges that were experienced by their youth work students and who addressed these challenges through the incorporation of specialised teaching approaches, were viewed as skilful in the delivery of trauma-sensitive content material.

The primary purpose of VET is to provide students with current practical skills and knowledge directly applicable to the workplace, allowing them to gain job-ready competencies. Youth work students commented on the effectiveness of teachers who utilized role plays as a teaching tool in their lessons. Terry, a graduate youth work student, believed that his exposure to role plays during his studies helped him to rehearse their reactions to young people who exhibited complex behaviours. Terry asserts,

Activities like role plays also helped youth work students and youth work graduate students to fine-tune co-regulation strategies with young people. Having the skill set to manage young people’s de-regulated behaviour was seen as important to managing challenging situations effectively. As Terry explains, “Yeah because when the bullets start flying, you don’t want to be panicking. You want to be able to switch on and know what your job is”. Another graduate student Toni recalled her interaction with a young person who was showing distressing bodily signs and emotions. Toni emphasised the success she had when supporting this young person to understand the stress response system in their bodies. Toni recalled the young person’s reflections of this skill,

Another important skill that was discussed by Kim, a youth work graduate, was the ability to know how to handle challenging situations in ways that did not further re-trigger young people. We see this when he states, “like, I had a student where they were called by their dead name, and they, like, very aggressively to help. They reacted very aggressively to that and was about to, like, start something. I was only new, and luckily, someone else was there to, like, stop it. It was a bit of a shock, but I found it more of a learning curve for me, because I was, like, okay, we spoke of this in class. This is a trauma behaviour … I see that something is going to happen, I’ve got to stop that next time I see that happen. Make sure that you don’t trigger someone”. Kim further explained that using a person-centred approach when working with a young person who has experienced trauma supports the shifting of power in the relationship. Further, the utilization of a person-centred approach helps to support young people to regain control of their lives and behaviours in the classroom (Hickle, 2020). These sentiments are echoed in the following quote:

The participants in this study noted the importance of displaying empathy and compassion when working with young people who had endured traumatic events. Many discussed the important role that these virtues played in building trusting relationships with young people who found it difficult to connect with adults. They also discussed how the trauma unit had provided them with an understanding of the power of strength-based approaches when working with young people who lacked self-esteem and confidence. We see this in Robin’s and Toni’s explanations further in the text:

Yet, some participants spoke about the need to be mindful of engaging in too much compassion or too much empathy in their work with young people who experienced complex trauma. Compassion fatigue, secondary trauma or vicarious trauma are common terms that are used when referring to physical, psychological and emotional burnout. This often evolves when practitioners are unable to switch off from the stress of a worksite. Embedding teaching and learning strategies that can help protect youth work students and youth work graduates from experiencing workplace burnout was seen as crucial to sustaining youth workers in the profession. Kim, a graduate youth work student, explained why he believed vicarious trauma was an important topic to cover in the trauma unit:

Many of the participants discussed the importance of being aware of networks they could utilize when working with young people who displayed signs of trauma. Several participants referred to networks that they learnt about when undertaking the trauma unit of study. We see this captured in the quote that was obtained when interviewing Kim:

Knowledge on available networks and how to source these networks however seemed to be lacking amongst both current student and graduate participants. A lack of awareness of networks that can support youth work graduates in their work with trauma survivors was expressed by several participants. Terry felt that, “it would be good to be part of a network so that you can bounce ideas off and learn more as you work with young people. I am sure once I start, I will need more information and support”. Terry, also noted that he was not aware of available networks that they could tap into to extend their skills and knowledge of trauma-sensitive youth work care. During his interview their response to the question, “Do you know of networks and links with external providers that you can use when working with young people who have experienced trauma?”, is captured further in the text;

Youth work students and youth work graduates who have a trauma aware mindset are aware of resources, organisations and resources they can reach out to when needing additional support for young people who show signs of anxiety, depression, hyperarousal and hyperarousal. Being able to utilize networks for their own professional needs is also a sign of a resilient mindset (Reivich, 2003).

The data themes that have been discussed emphasise the important role that teachers in the VET program can play in embedding a trauma-informed mindset. Findings indicated that many of the participants in this study perceived teachers who maintained currency in the profession as being better equipped to support youth work students in their development of a trauma informed mindset. Teaching practices that were adopted by youth work teachers were also seen as playing an important role in equipping students to develop skills in their work with trauma impacted young people.

Developing a foundational understanding of trauma, its impacts and manifestations, is paramount to a youth worker’s ability to support young people affected by trauma. The study generated insights that indicated that both current and graduate students understood the types and impacts of trauma; how trauma impacts on brain development during adolescence; as well the diverse manifestation of trauma (Browne et al., 2020).

Through the intentional use of TIAs youth workers can support young people to build protective and promotive factors associated with the ability to thrive (Browne et al., 2020). A key asset of youth work is the ability to spend time with a young person to build a safe and trusting relationship (Ní Charraighe and Reynolds, 2024). Participants in the study recognised the role of youth workers in addressing disconnection amongst young people with schooling. Creating a safe environment and building a trusting relationship with a young person were seen as essential to empowering young people in their everyday lives (Lynch et al., 2024; Skiba, 2020). Participants furthermore acknowledged the fact that as a youth worker they were able to promote positive change (Browne et al., 2020).

The results indicated that both current and graduate students possessed a working knowledge of trauma. Yet many were unclear of how to source and access networks that could support their work with young people. This overall finding indicates a current gap in the youth work curriculum. Being a part of a collaborative network of practitioners made up of allied health professionals and trauma care experts can assist youth work graduates in their work with trauma survivors (King et al., 2019; Koslouski and Chafouleas, 2022).

Role plays were highlighted as an effective tool in developing co-regulation strategies that could be used when working alongside de-regulated young people. Through the use of role plays, teachers can work with youth work students to help them to devise co-regulating coping techniques when faced with young people who show signs and symptoms of dysregulation. According to Vicars (2011), arts-based pedagogies such as role-plays can challenge, “axiomatic, regulatory norms of pedagogical practices” to create “teachable moments and have a positive effect on engagement, participation and achievement in learning” (p. 60).

To effectively equip youth work students and youth work graduates with a trauma aware mindset, the researchers present the following recommendations:

1. That all teachers who facilitate trauma aware units of study are provided with professional development activities on the delivery of trauma education curriculum.

2. That trauma aware units of study include specialised topics connected to the role of networks when working alongside young people with histories of trauma.

3. That practical arts-based practices such as role plays, artmaking and music be embedded in trauma units of study.

4. That youth work teachers who are employed in trauma education units have currency in their knowledge and skills of how best to support de-regulated young people.

5. That youth work practitioners with expertise in trauma aware care lead the design, delivery and review of trauma aware units of study.

6. That youth work students are taught the importance of health and wellbeing strategies to prevent workplace burn out and secondary trauma incidents.

7. That youth work unit co-ordinators in trauma education collaborate with colleagues, researchers and allied health professionals to strengthen the unit design, delivery and evaluation tools.