Creating Trauma-Informed Learning Communities
The Trauma-Informed Practice (TIP) Lab, based within the School of Education at the University of Tasmania, brings together researchers, students, educators, professionals, and community partners who are committed to creating learning communities where people can learn, belong, and thrive.
Our work is grounded in the understanding that experiences of trauma, adversity, violence, and chronic stress can influence learning, relationships, wellbeing, participation, and achievement across the lifespan. We explore how trauma-informed, healing-centred, and trauma-transformative approaches can strengthen educational, professional, and community settings, creating conditions that support both individual and collective flourishing.
We recognise the strengths, resilience, knowledge, and cultural wealth that exist within communities and acknowledge the importance of learning from diverse ways of knowing, being, and doing.
We are committed to ongoing learning from First Nations peoples, knowledges, and perspectives on wellbeing, education, community, and healing. We approach this work with humility, recognising that meaningful engagement requires listening, relationship-building, reflection, and a commitment to continual learning.
The TIP Lab serves as a hub for research, education, partnership, and knowledge exchange. Through our work, we seek to generate and share evidence that supports more responsive, equitable, and inclusive systems, while contributing to positive change within the University of Tasmania, across Tasmania, and beyond.
Contact us Research outputs Work with us
Our work
The TIP Lab undertakes research, education, and partnership projects that seek to improve understanding of trauma, adversity, healing, and wellbeing across a range of settings.
We are particularly interested in how trauma-informed, healing-centred, and trauma-transformative approaches can strengthen learning, teaching, leadership, wellbeing, organisational culture, and professional practice.
Asquith, N., Fileborn, B., Dwyer, A., & Bourke, A. (2026). Queering ethics of care in sexual and family violence research with LGBTQA+ victim-survivors. Journal of Family Violence. Advance online publication.
Batterham, D., Barnes, E., Hartley, C., Flanagan, K., Veeroja, P., Robinson, C., & Mackelprang, J. (2026). Workplace trauma on the social housing and homelessness frontline (AHURI Final Report No. 455). Australian Housing and Urban Research Institute.
Diesfeld, K., Hollingsworth, K., Hudson, N., Tang, S., & Nolan, M. (2024). Introduction to the special issue on judicial and lawyer well-being and stress. Psychiatry, Psychology and Law, 31(3), 325–333.
Mosterd, D., Van Niekerk, L., Mikocka-Walus, A., Leonardi, M., Stanley, K., & Evans, S. (2026). “Belittled” and “Broken”: Distressing medical interactions in endometriosis healthcare: A mixed methods study. Women's Reproductive Health, 1–15.
Stephenson, E., & McCarthy, R. (2026). Conceptualising and implementing trauma-informed practice in higher education. In L. L’Estrange (Ed.), Trauma-informed higher education: Fostering systemic change across disciplines (pp. 195–209). Emerald Publishing.
Sultani, G., Heinsch, M., Vincent, K., Brosnan, C., & colleagues. (2025). The mental health and wellbeing of Hazara refugees in Australia: A scoping review. Trauma, Violence, & Abuse. Advance online publication.
- The national trend of school refusal and related matters (Peter Underwood Centre and School of Education joint submission)
- The national trend of school refusal and related matters (School of Education submission)
- What does trauma informed practice in Tasmanian schools mean?
University of Tasmania news article, published 4 October 2022
Work with us
Meaningful change happens through collaboration. The TIP Lab works with researchers, educators, students, practitioners, organisations, and communities to develop research, learning, and engagement opportunities that contribute to more responsive and equitable systems.
We aim to foster partnerships that are collaborative, respectful, and mutually beneficial. Our work is guided by curiosity, reflection, and a commitment to learning alongside the communities, organisations, and professionals with whom we work.
We welcome opportunities to collaborate on:
- Research projects and grant applications
- Evaluation and impact studies
- Professional learning and workforce development
- Student learning and placement initiatives
- Knowledge translation and resource development
- Community-engaged and co-designed research
- Organisational and systems change initiatives
Whether you are exploring a research idea, seeking a research partner, interested in professional learning, or looking to connect with others working in this space, we would welcome a conversation.
Contact us
We welcome enquiries from collaborators, students, government partners, industry, and community organisations interested in applying behavioural insights to real‑world challenges.
We look forward to working with you to create meaningful, evidence‑based impact.