They are about what happened before they walked through the door.
That is the understanding at the heart of the Berry Street Education Model, a trauma-informed framework that Youth Futures has recently implemented across its schools.
We sat down with Linda, Head of Teaching and Learning, to find out what it is, why it matters, and what it looks like in practice.
“The Berry Street model is a therapeutic framework that recognises the significant impact of trauma on the lives of young people and, in some cases, prevents meaningful learning,” says Linda.
In practical terms, BSEM acknowledges that trauma changes the brain — affecting memory, critical thinking, problem solving, and the ability to retain and recall information. Rather than treating disengaged or dysregulated behaviour as a problem, it treats it as a message.
“Student behaviour is not a problem,” Linda explains. “It sends us a message about where they are at and what they are experiencing. From there, we can put strategies into place to promote learning.”
It is a reframe that Paul Jones, Principal of Youth Futures Community School, believes is fundamental to the way the organisation works.
“All behaviour has a cause and it is our job to be curious about that — to ask questions so we can best support our learners.”
Youth Futures has always led with relationships and wraparound support. But implementing BSEM represents a deliberate step toward embedding that philosophy directly into the classroom.
“Youth Futures is a re-engagement form of schooling,” says Linda. “The trauma-informed approach dovetails very neatly with our mission and our values.”
The model also recognises something important — that educators need support too. BSEM includes a focus on teacher readiness, helping staff understand their own emotional state and apply self-regulation strategies before stepping into what can be a complex and demanding classroom environment.
At Youth Futures, BSEM is currently being implemented through two core practices.
The first is the Ready to Learn scale: a tool students use at the start of each day to identify how they are feeling and whether they are in a state of readiness to engage with learning.
Each student has a personalised Ready to Learn plan that outlines their triggers, their strategies, and what staff can do to support them. The second is the morning circle: a daily ritual where students and teachers come together, share, and connect.
It might involve a question of the day, a discussion, or simply checking in with each other. “Circles foster that sense of routine and predictability,” says Linda. “But also that sense of camaraderie — we are all in it together.”
Youth Futures is still in the early stages of implementation, with staff and students working together to find what works best in each classroom and campus. The next phase of training — focusing on the relationships domain — is planned ahead of Term 3.
“We would hope to see students benefiting in the sense that they can engage in learning,” says Linda. “And hopefully some of the concepts they have learned in the classroom will have a beneficial impact on their lives outside of school too.”
Morag Gemmell, a trainer, sums up the approach simply:
“Keep it simple and consistent. Young people respond best when they know what to expect, and small, consistent routines can make a big difference.”
It is early days. But the foundations are being laid — carefully, intentionally, and with every young person in mind.
Want to find out more about how we support young people through education at Youth Futures? Explore our schools and programs below.
