Meegan Brown
Biographic Data
| ID | 6359029 |
|---|---|
| NAME | Meegan Brown |
| GIVEN NAMES | Meegan |
| FAMILY NAME | Brown |
| SIGNATURE | BROWN M |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0001-6710-4400 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Trauma-Informed Practice in Regional, Rural and Remote Australian Primary Schools
Childhood trauma is prevalent in regional, rural, and remote Australian locations and can lead to a range of negative consequences for children. Trauma-informed practice is increasingly being implemented in schools to support the needs of students exposed to trauma; however, limited research has investigated trauma-informed practice in non-metropolitan schools. This study aimed to explore primary school teachers’ understanding and experience of t…
Experienced, trauma-informed teachers working in remote Australia
Introduction In remote education settings in Australia, experienced teachers who can effectively support students impacted by trauma are essential. Remote communities are unique yet are in many ways vulnerable to trauma as they face higher rates of disadvantage and exposure to traumatic events, including natural disasters and domestic and family violence. This is compounded by a lack of access to effective supports due to the tyranny of distance.…
Child protection and safeguarding in initial teacher education
To improve educational outcomes for maltreated children, there is an urgent need to strengthen the capacity of the education workforce to respond appropriately to their needs. We conducted a systematic scoping review to synthesize current evidence about child protection and safeguarding in initial (pre-registration) teacher education with the aim of developing a knowledge base, and understanding what we — as researchers, teacher educators, and pr…
National Guidelines for Trauma-Aware Education in Australia
The National Guidelines for Trauma-Aware Education in Australia were developed in response to a rapidly growing interest in trauma-aware education across the country and to address the lack of site- and system-level guidance for application of trauma-aware practices in schools and early childhood services. Although research into trauma-aware education was increasing and resources and training and support programs were being developed across Austr…
Building Trauma Informed Teachers
The experiences of remote teachers who work with children living with the effects of complex childhood trauma is under explored. Children from remote areas of Australia are vulnerable to complex childhood trauma as their communities can face the effects of colonization, higher rates of disadvantage and exposure to potentially traumatic circumstances, such as natural disasters and family and community violence. This is compounded by the tyranny of…
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National Guidelines for Trauma-Aware Education in Australia
The National Guidelines for Trauma-Aware Education in Australia were developed in response to a rapidly growing interest in trauma-aware education across the country and to address the lack of site- and system-level guidance for application of trauma-aware practices in schools and early childhood services. Although research into trauma-aware education was increasing and resources and training and support programs were being developed across Austr…
Building Trauma Informed Teachers
The experiences of remote teachers who work with children living with the effects of complex childhood trauma is under explored. Children from remote areas of Australia are vulnerable to complex childhood trauma as their communities can face the effects of colonization, higher rates of disadvantage and exposure to potentially traumatic circumstances, such as natural disasters and family and community violence. This is compounded by the tyranny of…
Experienced, trauma-informed teachers working in remote Australia
Introduction In remote education settings in Australia, experienced teachers who can effectively support students impacted by trauma are essential. Remote communities are unique yet are in many ways vulnerable to trauma as they face higher rates of disadvantage and exposure to traumatic events, including natural disasters and domestic and family violence. This is compounded by a lack of access to effective supports due to the tyranny of distance.…
Child protection and safeguarding in initial teacher education
To improve educational outcomes for maltreated children, there is an urgent need to strengthen the capacity of the education workforce to respond appropriately to their needs. We conducted a systematic scoping review to synthesize current evidence about child protection and safeguarding in initial (pre-registration) teacher education with the aim of developing a knowledge base, and understanding what we — as researchers, teacher educators, and pr…
Trauma-Informed Practice in Regional, Rural and Remote Australian Primary Schools
Childhood trauma is prevalent in regional, rural, and remote Australian locations and can lead to a range of negative consequences for children. Trauma-informed practice is increasingly being implemented in schools to support the needs of students exposed to trauma; however, limited research has investigated trauma-informed practice in non-metropolitan schools. This study aimed to explore primary school teachers’ understanding and experience of t…
Child Abuse and Trauma (4 works) · Political science (4 works) · Psychology (4 works) · Focus group (3 works) · Medical education (3 works) · Medicine (3 works) · Computer Science (2 works) · Disadvantage (2 works) · Migration, Health and Trauma (2 works) · Nursing (2 works)