Berry Street Education Model

Looking for PD in Term 3?

Announcing our upcoming BSEM training, designed to support schools and education professionals to build capability in the Berry Street Education Model (BSEM) and strengthen trauma-informed, strengths-based practice across your setting.

Whether you’re new to BSEM or looking to deepen your practice, we have flexible options to meet your needs. Our training is practical, evidence-informed, and designed to support immediate application in classrooms and school environments.

📅 Term 3 bookings are now open. Scan the QR code or head to https://www.berrystreet.org.au/learning-and-resources/training-and-events?types=null30578

Doing School Differently 2026 reminded us why this work matters.

Last week at Doing School Differently (DSD) in Melbourne, we had the privilege of exhibiting and sharing insight addresses alongside educators, leaders and students who are reshaping what education can look like.

A highlight for us was taking the stage with Jack Greig from BSEM and Louise Childs from the Berry Street School, joined by Associate Professor Tom Brunzell (PhD), and most importantly, past and current students from the Berry Street School. Hearing young people speak so openly about their experiences of education, belonging, and being supported to learn was both powerful and grounding.

Their voices are a reminder of why trauma-informed, strengths-based practice matters. When students feel safe, connected and ready to learn, their stories change. And so does their future.

We are incredibly proud of these young people, and grateful to the educators and leaders who walk alongside them every day.

Thank you to everyone who stopped by our stand, engaged in conversation, and continues to champion learning environments where every student is seen and supported.

We are excited to launch our 2027 Student and Staff Diaries so you can bring BSEM to life in your classroom.

Our 2027 diaries are designed to support and reinforce implementation of BSEM strategies and seamlessly integrate regulation, engagement, and wellbeing into daily routines.

With embedded Positive Primers, Brain Breaks, and practical strategies, these diaries help staff and students stay connected, focused, and ready to learn - every day.

✅ Supports consistent BSEM practice
✅ Ready-to-use strategies at your fingertips
✅ Designed for primary and secondary settings
✅ Sustainably printed locally in South Australia
✅ Custom options available to reflect your school identity.

Available to order NOW via OBH Print, the exclusive provider of BSEM diaries. For delivery in time for the 2027 school year, please order by 31 August 2026.

👉 View and order at bsem.myprintdesk.net

Every student is more than their challenges.

A strengths-based approach does not deny difficulty or minimise need. Instead, it ensures that a student’s identity is not defined by their struggles. When we intentionally notice strengths, interests, and capabilities, we create pathways for confidence, engagement, and hope.

BSEM reminds us to ask not only “What support is needed?” but also “What strengths can we build from?” Because what we focus on grows.

So many opportunities to connect this month! Click the link to find and register for all upcoming BSEM training and events.

https://www.berrystreet.org.au/learning-and-resources/training-and-events?types=null30578

June invites us to pause, reconnect, and sustain wellbeing as the term progresses.

As routines deepen and energy can dip, intentional moments of connection matter more than ever.
We’ve uploaded a June calendar of special events - a daily resource designed to enrich your Circle routine with timely, meaningful prompts during Announcements.

Circle provides a consistent, predictable space that supports regulation, strengthens relationships, and builds a sense of safety and belonging. This calendar helps educators intentionally weave student voice, reflection, and wellbeing into each day.

Why this matters in June:
- Predictable routines support regulation during busy periods
- Shared moments strengthen classroom community
- Students feel grounded, connected, and ready to learn

Let June be a month of steady connection and care, one Circle at a time.

National Reconciliation Week is an important opportunity to reflect on our role as educators in supporting reconciliation.

At the heart of BSEM strategies is safety, connection and respect. When we acknowledge the histories, cultures and strengths of Aboriginal and Torres Strait Islander peoples, we help create learning environments where all students can feel seen, valued and ready to learn.

We encourage educators to engage with the resources and conversations that support meaningful action during National Reconciliation Week and beyond.

👉 Visit https://www.reconciliation.org.au/our-work/national-reconciliation-week/

What does trauma‑informed education really look like in practise?

Trauma‑informed education is about understanding how experiences shape behaviour, learning and relationships. It recognises that when students feel safe, connected and supported, they are far more ready to learn.

In this new blog post, we unpack what trauma‑informed education means, why it matters in today’s classrooms, and how educators can apply practical, strengths‑based strategies that support regulation, engagement and growth for all students.

This approach is not about lowering expectations. It is about creating the conditions where high expectations are achievable.

👉 Read the full article at https://www.berrystreet.org.au/news/what-is-trauma-informed-education

Hope grows when relationships are at the centre of learning.

Restorative practices shift the focus from punishment to connection, accountability and repair. They help create school communities where students feel heard, valued and supported to learn from challenges.

This blog, by BSEM Consultant Hayley Smith, for Restorative Practices International, explores how restorative approaches build hope by strengthening relationships, supporting regulation, and fostering a sense of belonging for both students and educators. When combined with trauma‑informed practice, restorative practices create environments where wellbeing and learning can grow together.

For schools committed to safety, connection and high expectations, restorative practice is a powerful foundation.

👉 Read the full article at https://www.restorativepracticesinternational.com/building-hope-through-restorative-practices/