More than two years' learning in one year

More than two years' learning in one year

Thousands of Australian students are now better able to learn and engage with school, after their teachers undertook the Berry Street Education Model program. The evidence is compelling: students in the pilot program achieved more than two years academic growth in the year after implementation of the model (based on AusVELs data, evaluated by the University of Melbourne, 2015).

about

Berry Street Education Model

In today’s changing and complex world, many primary and secondary school students encounter daily challenges that can impact their success at school. These can range from ongoing stress and a lack of family support to a specific traumatic event. Despite best efforts and intentions, schools often require specialised strategies to address student needs for healing, growth, and achievement.

Hear from school leaders about their experience with the Berry Street Education Model

Berry Street Education Model

In today’s changing and complex world, many primary and secondary school students encounter daily challenges that can impact their success at school. These can range from ongoing stress and a lack of family support to a specific traumatic event. Despite best efforts and intentions, schools often require specialised strategies to address student needs for healing, growth, and achievement.

The Berry Street Education Model (BSEM) is a practical approach to teaching and learning that enables teachers to increase engagement with students with complex, unmet learning needs and successfully improve all students’ self-regulation, growth and academic achievement. The pedagogical strategies incorporate evidence-based trauma-aware teaching, positive education, and wellbeing practices.

More than 27,000 Australian teaching staff across 3,000 schools have already experienced our four day foundation training.

The Berry Street Education Model is offered as a suite of structured professional development, consultation and mentoring programs for school leaders and teachers. The delivery of the BSEM course employs a blended learning methodology based on instructor expertise, peer-collaboration and opportunities for participants to pilot learned strategies in their schools. Facilitators provide support between sessions, including the option for individual conferencing or other consultation.

Our Model originates from Berry Street’s 140-year history of supporting vulnerable and disadvantaged children to thrive. Over the past 15 years, our range of services has expanded to include providing alternative education for young people who are affected by experiencing or witnessing trauma.

Many schools have taken part in BSEM training to address common concerns:

  • Mainstream teaching approaches and pedagogies were failing to meet the needs of significant numbers of students
  • Students were confronting diverse and complex challenges
  • Teachers were facing significant professional and personal challenges in dealing with the diversity of student needs.

BSEM’s unique approach is informed by the last 25 years of trauma and positive psychology research.

It equips both mainstream and specialist schools with strategies to facilitate students’ cognitive and behavioural change, thereby increasing student engagement to significantly progress their academic achievement.

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BSEM Training

Berry Street Education Model training is offered for individuals via our public courses, or you can train all of your staff together through a whole-school approach.

Public courses
Whole-school enquiry

Alumni Portal

Members of the Berry Street Education Model Alumni can access an online community network, library of resources, and a range of Alumni events.

Access Portal

Getting started with the course

Recommendations

For schools to get the most out of BSEM, University of Melbourne (2018) research suggests that:

  • School-wide implementation is optimal (i.e. rather than sectional, or year level)
  • Engagement of all staff (including non‑teaching personnel) in BSEM training is helpful in mobilising school culture
  • Schools need to allow sufficient time to implement and embed the BSEM learning into classroom and whole of school practice

Learning options

Attend one of our Four Day Courses offered in various cities. Contact us about hosting a training course at your site for your school community. Call (03) 9429 9266 or email bsem@berrystreet.org.au to discuss your tailored program.

Alumni benefits and ongoing professional learning

Everyone who completes our Four Day Course is invited to join our online Alumni community. This gives you access to tools and resources to assist you with the implementation of the Model, as well as priority access to our Masterclasses.

​​​​​​​The 5 Domains of BSEM

The five domains of the Berry Street Education Model correspond with child‑development capacities that each student must build in order to be ‘ready to learn’. When considering how to best meet the needs of students, we focus on building self-regulatory ability, relational capacity and then nurture willingness to engage in learning.

Domain 1 - Body

Body

Building students’ capacity by increasing physical regulation of the stress response, de-escalation and focus. 

Domain 2 - Relationship

Relationship

Nurturing on-task learning through relational classroom management strategies.

Domain 3 - Stamina

Stamina

Creating a culture of academic persistence by nurturing resilience, emotional intelligence and a growth mindset.

Domain 4 - Engagement

Engagement

Motivating students with strategies that increase their willingness to learn.

Domain 5 - Character

Character

Harnessing a values and character strengths approach to instill students’ self-knowledge for future pathways.

Research backed

Berry Street Education Model has been the focus of research by University of Melbourne across mainstream schools. The different studies investigated student behaviours, achievement, engagement and wellbeing using a range of methodologies. Quantitative and qualitative sources were gathered including literacy and numeracy achievement data, critical incidents, suspension and attendance data, along with student and staff surveys, interviews and focus groups. Studies range from one year pre and post implementation as well as three year longitudinal studies. These independent studies were assessing the improvement to student learning, staff practice and whole school culture.

Alumni of the program consistently report that students’ connection, engagement and learning are all significantly improved once BSEM strategies are applied in their classrooms.

Research and Evaluation

Outcomes

BSEM application in schools achieved the following short-term outcomes for students:

  • Improved academic growth and social/emotional wellbeing
  • Greater ability to maintain relationships
  • Increased school attendance
  • Decreased incident reports and suspensions
  • Increased teacher knowledge and capacity to work with them.

BSEM application in schools achieved the following long‑term outcomes for students:

  • Improved self-esteem and capacity for healthy relationships
  • Less anti-social behaviours for future success
  • Improved high school completion and participation in post‑school training, education and employment.

“The way we talk to kids has changed their ability to talk to us. Emotional intelligence has changed too – staff and students can now articulate their feelings … We talk to kids about where the anger sits in them.”
Assistant Principal

Student learning attainments

University of Melbourne research (2015) suggested that BSEM has contributed to more than two years learning in one academic year.

graph demonstrating well above average results for Reading, Writing and Numeracy over one academic year

“There’s a more supportive environment among the children. They’re using de-escalating language, they’re better able to communicate with their teachers.”
Deputy Head – Wellbeing

Staff practice

The Model helps staff by developing their capacity to take strategies back to their schools and classes, leading to whole school changes in school culture and teacher practice.

“I think staff [now see it as they] have a role to play in ensuring that these kids aren’t just misbehaving, that there are true indicators and that there are things that we can do to ensure the kids are safe here at school and learning”
BSEM Leader

“We (need to) understand ourselves... We have to understand our own triggers and emotions for us, and then for our kids”
Assistant Principal

Whole school culture

The whole school approach, involving all school staff, not just teachers, is essential to the success of BSEM in schools. The use of shared language provided by BSEM is also helpful.

“The shared language is probably the most powerful and significant difference … amongst staff and the kids”
Principal

Evaluation Reports

BSEM Pilot Program Evaluation by the University of Melbourne and the Youth Research Centre

In 2014, the Berry Street invited the Youth Research Centre (University of Melbourne) to undertake a research and evaluation project examining the effectiveness of the Berry Street Education Model (BSEM) when used to engage young people in mainstream schools.

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3 Year Evaluation of BSEM: Research and Evaluation

This report provides a three year evaluation which details the findings and identifies limitations and recommendations for the future.

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Young People’s Voices Young People’s Lives

The ‘Young People’s Voices, Young People’s Lives’ Project (YPVYPL) is a 12-month study that documents and examines the impact of the BSEM on four cohorts of young people in four Victorian schools.

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Evaluation of the Berry Street Education Model Darebin Schools Program Learning for all

BSEM is currently being implemented in Darebin in northern metropolitan Melbourne. The implementation is part of the Darebin City Council’s Community of Practice initiative, that has as its focus supporting and bringing schools together.

Read more

The Collingwood College BSEM Pilot

BSEM is currently being implemented at Collingwood College, a P-12 facility in inner Melbourne, as part of the Yarra Communities that Care (CTC) initiative.

Read more

Meet the Team

The Berry Street Education Model Trainers are highly experienced and passionate about supporting teachers to support kids.

Have a question for the BSEM Team? Send a message

Tom Brunzell

Tom Brunzell

Leonie Abbott

Leonie Abbott

Catherine McLennan

Catherine McLennan

Michele Sampson

Michele Sampson

Brendan Bailey

Brendan Bailey

Jennifer Colechin

Jennifer Colechin

Jack Greig

Jack Greig

Orville Gardener

Orville Gardener

Research Articles

As part of their work, senior BSEM trainers have had articles published in leading journals. 

"Trauma-Informed Positive Education: Using positive psychology to Strengthen Vulnerable Students"

Featured in Contemporary School Psychology, The Official Journal of the California Association of School Psychologists.

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"Pre-emptive and pro-active practice: Trauma-informed teaching and learning"

Featured in Actual, the journal of the Australian Childhood Trauma Group (ACT), Issue 6.

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"A trauma-informed positive education: Perspectives on hope, healing and growth"

Featured in Developing Practice: The Child, Youth and Family Work Journal, Issue 40.

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"Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom"

Featured in the American Journal of Orthopsychiatry, Volume 85.

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Research Articles

 As part of their work, senior BSEM trainers have had articles published in leading journals.

Frequently Asked Questions

Why are students struggling to engage at school?

One of the indicators of poor school engagement is exposure to traumatic stressors including abuse, neglect and violence directed at young people. Unfortunately the frequency of this type abuse is on the rise in Australia. Up to 40% of students have been exposed or witness to traumatic stressors (ABS, 2008; NTCS, 2011). One in three girls and one in six boys are abused before the age of 18 (ABS, 2005). One of the potential impacts of this abuse is disengagement from school: currently more than 10% of young people disengage (DET, 2011).

Trauma affects child development and a child’s ability to successfully navigate and succeed in education. In 2011, 82% of Victorian students aged 19 completed year 12 or its vocational equivalent; and Government schools retained 80% of their students who started in year 7 (DET, 2014).

This means there are many young people who struggle in their primary years and do not complete their secondary education – a legacy which will last a life-time and have profound social consequences for the community.

How has the Berry Street Education Model been developed at Berry Street?

The Berry Street Education Model builds upon Berry Street’s foundations of therapeutic practice based on trauma-informed teaching and learning. This holistic program is the first of its kind to show significant academic growth in struggling students by combining Berry Street’s approaches to welfare, wellbeing, and proven approaches to academic learning for individuals whose trauma or experiences of chronic stress has impacted their neurodevelopment.

Berry Street has a strong track record and key role to play in assisting the development of services for vulnerable children and young people. The Berry Street Education Model informs the three campuses of the Berry Street School, and has made possible significant academic growth in Victoria’s most vulnerable students, many who live in out-of-home care with histories of school refusal and disrupted education. The success of our model is measured by our Berry Street School students averaging 1.8 years learning in one academic year.

Whose research does the Berry Street Education Model draw upon for its evidence base?

We are proud to stand on the shoulders of giants in the fields of traumatology, education, wellbeing, and positive psychology. We have ongoing research and evaluation projects with the University of Melbourne Graduate School of Education through their Youth Research Centre and Centre of Positive Psychology. Our program has benefited from the ground-breaking work of researchers around the world including Bessel van der Kolk, Martin Seligman, Lea Waters, Carol Dweck, Angela Duckworth and Helen Stokes. We are honoured to have significant collaboration for the Berry Street Education Model Curriculum and Strategies from authors Jacci Norrish, Maddie Witter, Sarah Ralston, Therese Joyce, Leonie Abbott, and Janelle Larkin.

What impact has the Berry Street Education Model had on schools?

In 2015, Berry Street partnered with two Victorian Government schools to pilot the model in mainstream classes. This pilot was evaluated by The University of Melbourne Graduate School of Education Youth Research Centre. The evaluation identified significant links to academic improvement, increased student engagement and better teacher-student relationships, including more than two years academic growth in one year following implementation of the model.

What will program participants learn?

Participants will learn classroom and whole-school strategies to promote an understanding of the five domains of the Berry Street Education Model:

  • Body: Building school-wide rhythms and body-regulation through a focus on physical and emotional regulation of the stress response, de-escalation in school and classroom contexts, and mindfulness opportunities throughout the school day
  • Relationship: Increasing relational capacities in staff and students through attachment and attunement principles with specific relationship strategies with difficult to engage young people
  • Stamina: Creating a strong culture of independence for academic tasks by nurturing resilience, emotional intelligence and a growth mindset
  • Engagement: Employing engagement strategies that build willingness in struggling students
  • Character: Harnessing a values and a character strengths approach to enable successful student self-knowledge which leads to empowered future pathways

How can our school find out about implementing the Berry Street Education Model?

Please contact us for more information regarding the following learning opportunities:

Institute Programs
(offered through the Berry Street Childhood Institute and partnering educational institutes)

  • A comprehensive training program
  • Four days of intensive training
  • For school leaders, teachers, and allied education professionals
  • Provision of resources and tools to facilitate the implementation of the model

School Programs

  • A comprehensive training program for a participating school
  • Tailored to the needs of the specific school community
  • Delivered on site at school to faculty
  • All school personnel receive an intensive training session once per term
  • Provision of resources and tools to facilitate implementation of the model
  • Additional mentoring and consultation to embed the interventions 

Modules

  • One-day program delivered at participants’ site
  • Lectures, seminars and workshops on individual modules
  • Provision of resources for that module

Lectures/Workshops/Information sessions

  • One hour sessions designed to provide an overview of the Berry Street Education Model

What outcomes can participating schools expect?

Potential short-term outcomes for participating schools:

  • Improved academic (literacy/numeracy) growth
  • Improved emotional/social wellbeing 
  • Stronger ability to maintain durable relationships
  • Increased teacher knowledge and capacity in working with struggling students
  • Increased school attendance
  • Decreased incident reports and suspensions

Potential long-term outcomes for participating schools:

  • Improved student esteem and capacity for healthy relationships
  • Less anti-social behaviours for future success
  • Improved Year 12 completion and participation in post-school training, education and employment

Who delivers the training programs, mentoring and consultancy?

Tom Brunzell is the leader of the Berry Street Education Model implementation. Tom is Senior Advisor Teaching & Learning with the Berry Street Childhood Institute.

Tom is supported by senior trainers from the Berry Street Education Model.

Videos

Watch some of our trainers and clients explain the benefits of BSEM. Additional videos to support learning are available for BSEM alumni.

Domains of the Berry Street Education Model

Tom Brunzell and Leonie Abbott outline the five domains of the Berry Street Education Model.

Strategies for the Strengths based Classroom

Tom Brunzell and Principal Lino Pagano from Mount Ridley College explore the effects of BSEM strategies to create a proactive, pre-emptive strengths based classroom.

Teaching Sequence Strategy

Tom Brunzell and Leonie Abbott introduce the concept of the BSEM Teaching Sequence for a whole class approach.

Teacher Reflections

Having undertaken the course of BSEM training teachers reflect on the changes in their students and in themselves.

A Principal's Perspective

Principal Lino Pagano from Mount Ridley College reflects on the changes in his staff's capacity and students' wellbeing as a result of the Berry Street Education Model.

Our Partners

The ongoing support from our generous partners enables more teachers to access the Berry Street Education Model.

Perpetual as Trustee
Newsboys Foundation
Helen Macpherson Smith Trust
The Tony Williams Foundation
The University of Melbourne
The Kimberley Foundation

Getting started

Attend one of our Four Day Courses offered in various cities.

Contact us about hosting a training course at your site for your school community. Call (03) 9429 9266 or email bsem@berrystreet.org.au to discuss your tailored program.