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PhD (University of New South Wales)
Dr Lyra L’Estrange’s research and teaching in trauma aware education contributes to redefining support systems for children and adolescents living with the outcomes of complex trauma. Lyra uses her research experience in public health to translate trauma-informed principles into the education space, supporting the understanding of how learning and development is affected by complex trauma. Lyra has worked with parents, educators, and community organisations since 2014 delivering trauma-informed education.
At QUT, Lyra currently teaches undergraduate and post-graduate units in trauma aware education and understanding adverse childhood experiences. Lyra's current research projects employ both quantitative and qualitative research methods and are centred around preparing pre-service teachers for diversity in classrooms, the resolution of complex trauma through trauma-aware education, and neuroscience in early childhood education.
Projects (Chief investigator)
Projects
- The Guidance Counsellor's role regarding Trauma-Aware Schooling in Brisbane Catholic Education Schools
- Translating neuroscience to early childhood education: A roadmap for Queensland
Additional information
Lyra engages with organisations seeking to build knowledge in trauma-informed practice and research methods, and holds advisory roles on several projects working within trauma-informed frameworks.
She is a key member of the Trauma Aware Schooling conference committee (www.traumaawareschooling.com.au) working to bring the latest developments in research and practice to the education community.
- Howard, J., L'Estrange, L. & Brown, M. (2022). The School Counsellor's Role in Trauma Aware Education. Journal of Psychologists and Counsellors in Schools, 32(2), 243–253. https://eprints.qut.edu.au/227631
- Rowan, L., Bourke, T., L'Estrange, L., Lunn, J., Ryan, M., Walker, S. & Churchward, P. (2021). How does Initial Teacher Education Research frame the challenge of preparing future teachers for student diversity in schools?: A systematic review of literature. Review of Educational Research, 91(1), 112–158. https://eprints.qut.edu.au/205541
- Ryan, M., Rowan, L., Lunn, J., Bourke, T., L'Estrange, L., Walker, S. & Churchward, P. (2022). Teacher education and teaching for diversity: a call to action. Teaching Education, 33(2), 194–213. https://eprints.qut.edu.au/205775
- Lunn, J., Bourke, T., Rowan, L., Ryan, M., Churchward, P., Walker, S., L'Estrange, L., Berge, A. & Johansson, E. (2022). How epistemic reflexivity enables teacher educators' teaching for diversity: exploring a pedagogical framework for critical thinking. British Educational Research Journal, 48(4), 684–703. https://eprints.qut.edu.au/228745
- Ryan, M., Bourke, T., Lane, R., O'Brien, P. & L'Estrange, L. (2022). Impact in education: a discourse analysis of interpretations and negotiations across the field. Teaching Education, 33(1), 27–41. https://eprints.qut.edu.au/202748
- Title
- Educating Preservice Teachers to Teach Diverse Learners
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DP180100160
- Start year
- 2018
- Keywords
- School-based child sexual abuse prevention education: A study of teachers' readiness |
PhD, Associate Supervisor
Other supervisors: Professor Kerryann Walsh, Associate Professor Sonia White - The intersection of complex trauma and disability for school aged children and young people.
Professional Doctorate, Associate Supervisor
Other supervisors: Associate Professor Judith Howard - Trauma-aware online learning framework and strategy to support adult learners in the post-COVID environment
Professional Doctorate, Associate Supervisor
Other supervisors: Associate Professor Judith Howard