Anne E Southall
Biographic Data
| ID | 9490661 |
|---|---|
| NAME | Anne E Southall |
| GIVEN NAMES | Anne E |
| FAMILY NAME | Southall |
| SIGNATURE | SOUTHALL A E |
| AFFILIATIONS | La Trobe University |
| ORCID | 0000-0002-5900-8774 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Australian teachers' perceptions of a Co-Taught self-regulation program
Teachers reported benefits for themselves, students and school community. • Benefits were insight to self-regulation and shared language with students. • Communication and collaboration between disciplines enhanced program success. • Participatory co-design is needed to individualise future program rollout. Background: Self-regulation challenges are common in childhood and adolescence, which can impact students’ learning, academic performance, so…
What autistic students say about their learning and teaching experiences in mainstream secondary school
In Australia, approximately one in 100 people have a diagnosis of autism, with young people on the spectrum less likely to continue education beyond secondary school. Barriers include the school environment, inadequate teacher preparation, a lack of understanding about autism, and the persistence of negative stereotypes that are linked to the deficit-based medical model, which pathologises autism. The under representation of autistic voices in re…
Reflecting on teaching in low SES areas during Covid-19
School closures and the move to remote learning during the COVID-19 pandemic transformed teaching and learning in Australian schools. Educators experienced personal and professional challenges as they rapidly responded to the needs of their school communities and managed their own emotional reactions. Eleven educators at two Victorian schools in areas of low socioeconomic status discussed in focus groups the impact of school closures and explored…
Transforming trauma-informed understanding into trauma-informed practice
Trauma-informed practice in education applies neuroscientific knowledge of the profound impact of early childhood trauma on learning and emphasises the central role of the student-teacher relationship in recovery. In adopting trauma-informed understandings, teachers are required to change their current practices and strengthen their relationships with their students. This often requires a reassessment of the beliefs and values informing their pra…
Effectively supporting teachers
Teachers are faced with an increasingly complex environment in which they need significant support to foster the classroom climates their students benefit from. Developing a critical understanding of the school and broader social context can foster awareness of the ‘bigger picture’ that influences the school community individually and collectively. This article explores research in three schools in Victoria, Australia that used a reflective circl…
Educator perspectives on teaching students from traumatic backgrounds and the potential for reflective circles
The Intentional Compassion Framework for school communities
Objective: This article offers a framework to guide schools in developing a compassionate culture. Using a social constructionist/critical perspective, five spheres of work are identified to help schools achieve this goal. Framing death, dying and bereavement from a health promoting perspective, they involve challenging current cultural perceptions, creating a culture of support, creating a grief-informed culture, establishing a culture of reflec…
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The Intentional Compassion Framework for school communities
Objective: This article offers a framework to guide schools in developing a compassionate culture. Using a social constructionist/critical perspective, five spheres of work are identified to help schools achieve this goal. Framing death, dying and bereavement from a health promoting perspective, they involve challenging current cultural perceptions, creating a culture of support, creating a grief-informed culture, establishing a culture of reflec…
Effectively supporting teachers
Teachers are faced with an increasingly complex environment in which they need significant support to foster the classroom climates their students benefit from. Developing a critical understanding of the school and broader social context can foster awareness of the ‘bigger picture’ that influences the school community individually and collectively. This article explores research in three schools in Victoria, Australia that used a reflective circl…
Educator perspectives on teaching students from traumatic backgrounds and the potential for reflective circles
Reflecting on teaching in low SES areas during Covid-19
School closures and the move to remote learning during the COVID-19 pandemic transformed teaching and learning in Australian schools. Educators experienced personal and professional challenges as they rapidly responded to the needs of their school communities and managed their own emotional reactions. Eleven educators at two Victorian schools in areas of low socioeconomic status discussed in focus groups the impact of school closures and explored…
Transforming trauma-informed understanding into trauma-informed practice
Trauma-informed practice in education applies neuroscientific knowledge of the profound impact of early childhood trauma on learning and emphasises the central role of the student-teacher relationship in recovery. In adopting trauma-informed understandings, teachers are required to change their current practices and strengthen their relationships with their students. This often requires a reassessment of the beliefs and values informing their pra…
Australian teachers' perceptions of a Co-Taught self-regulation program
Teachers reported benefits for themselves, students and school community. • Benefits were insight to self-regulation and shared language with students. • Communication and collaboration between disciplines enhanced program success. • Participatory co-design is needed to individualise future program rollout. Background: Self-regulation challenges are common in childhood and adolescence, which can impact students’ learning, academic performance, so…
What autistic students say about their learning and teaching experiences in mainstream secondary school
In Australia, approximately one in 100 people have a diagnosis of autism, with young people on the spectrum less likely to continue education beyond secondary school. Barriers include the school environment, inadequate teacher preparation, a lack of understanding about autism, and the persistence of negative stereotypes that are linked to the deficit-based medical model, which pathologises autism. The under representation of autistic voices in re…
Pedagogy (7 works) · Psychology (7 works) · Educational and Psychological Assessments (4 works) · Sociology (4 works) · Early Childhood Education and Development (3 works) · Family and Disability Support Research (3 works) · Mathematics education (3 works) · Medical education (3 works) · Medicine (3 works) · Political science (3 works)