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Process evaluation of the Refugee Student Counselling Support Team

Authors: Rebecca Wilkinson, Jessica Fulcher, Rochelle Cox

Evaluator company/business: Centre for Education Statistics and Evaluation

URL or PDF: Process evaluation of the Refugee Student Counselling Support Team

Summary: The Refugee Student Counselling Support Team (RSCST) provides specialised support to NSW public schools that have refugee students enrolled. The process evaluation comprised 43 in-depth interviews with RSCST team members, school-based staff, Refugee Support Leaders and other providers of refugee services; development of four case studies to illustrate good practice; and review of activity data and self-evaluation data collected by the team. The study found that school staff consistently observed that the RSCST's work has led to improvements in refugee students' social and emotional skills, a reduced incidence and intensity of negative behaviours, and an increased readiness to learn. Further, many school staff felt more confident and supported to put into practice the skills and strategies learnt from the RSCST's capacity-building sessions and side-by-side counselling support. The report includes four case studies that showcase how the RSCST supports NSW public schools, including: complex case support and classroom teacher capacity building; the benefits of play therapy; supporting a new regional refugee settlement area, and RSCST's collaborative working relationship with STARTTS and the benefits for schools.

Published in Evaluation repository

Trauma-informed practice in schools: An explainer (PDF, 570kB)trauma-informed-discussion-guide

Trauma-informed practice in schools: An explainer (PDF, 722kB)

Discussion guide (PDF, 192kB)

This explainer briefly summarises the evidence on trauma-informed practice within an educational context. It is intended as a brief introduction to the topic for teachers, principals and other school staff. 

The accompanying discussion guide has been created to support principals, executive, teachers and school staff to unpack and reflect on the explainer, and to explore implications for their schools. 

Published in Research report

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