Browse By Person: Howard, Judith

Spooner-Lane, Rebecca, L'Estrange, Lyra, Brown, Meegan, Howard, Judith, Hobbs, Carmel, & Southall, Anne (2027) Preparing Teachers to Work with Students Who Have Lived Through Trauma. In Spooner-Lane, Rebecca, James, Sarah M., Spina, Nerida, & Hogan, Anna (Eds.) Reclaiming the Deeper Purpose of Teacher Education: Balancing Compliance with Professionalism. Routledge, Abingdon, Oxon, pp. 114-129.

van Leent, Lisa, Spina, Nerida, McGraw, Kelli, Stone, Bessie, & Howard, Judith (2027) Queering university teacher preparation programs. In Spooner-Lane, Rebecca, James, Sarah M., Spina, Nerida, & Hogan, Anna (Eds.) Reclaiming the Deeper Purpose of Teacher Education: Balancing Compliance with Professionalism. Routledge, Abingdon, Oxon, pp. 44-56.

Byrne, Rebecca, Chilman, Laine, Howard, Judith, Litterbach, Eloise, Netting, Merryn, Sambell, Ros, Whitaker, Sally, Barblett, Lennie, Champion, Fiona, Clark, Penelope, Cologon, Kathy, Cook, Wendy, Elliott, Kirsty, Elliston, Leanne, Ferguson, Amanda, Gelman, Ricky, Gray, Jodie, Gulberti, Natalie, Haylen, Shae, Krist, Karen, Leahy, Deana, McGough, Jodie, O'Flaherty, Ciara, Sullivan, Aimee, Tamone, Suzanne, Vale, Sandra, Whelan, Jill, Devine, Amanda, Elford, Audrey, Clark, Lochie, Ihlein, Connie, McKenzie, Stacey, Orr, Gabrielle, Rojahn, Asha, Smith, Hilary, Tan, Henry, & Alexiou, Helen (2026) The Best Practice Guide for Early Childhood Education and Care Food Environment: Module 1: Mealtime Environment and Practices (Version 1.0). Edith Cowan University.

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Achari, Jennifer, Howard, Judith, & L'Estrange, Lyra (2026) The trauma-informed alternative education framework: reimagining inclusive education for flexible learning programs in Australia. International Journal of Inclusive Education.

L'Estrange, Lyra, Cacciattolo, Marcelle, & Howard, Judith (2026) Developing National Guidelines for Trauma-aware Higher Education in Australia. In L'Estrange, Lyra (Ed.) Trauma-Informed Higher Education: Fostering Systemic Change Across Disciplines. Emerald Group Publishing Limited, United Kingdom, pp. 241-264.

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Spooner-Lane, Rebecca, L'Estrange, Lyra, Howard, Judith, Brown, Meegan, Spina, Nerida, Death, Jodi, & Bowyer, Jordie (2026) Fostering Supportive Higher Education Through Trauma-informed Curriculum and Pedagogy. In L'Estrange, Lyra (Ed.) Trauma-Informed Higher Education: Fostering Systemic Change Across Disciplines. Emerald Group Publishing Limited, United Kingdom, pp. 105-126.

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Howard, Judith & L'Estrange, Lyra (2026) National Guidelines for Trauma-Informed Education in Australia. Queensland University of Technology, Brisbane, Qld.

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Brown, Meegan, Howard, Judith, & Walsh, Kerryann (2025) Data Analysis in a Constructivist Grounded Theory Study of Remote Teachers in Australia Working with Students Impacted by Complex Childhood Trauma. In Keane, Elaine & Thornberg, Robert (Eds.) The Routledge International Handbook of Constructivist Grounded Theory in Educational Research. Routledge, Abingdon, Oxon, pp. 221-237.

Howard, Judith (2025) Trauma-informed practice. In Allen, Jeanne & White, Simone (Eds.) Learning to teach in a new era. [3rd ed.]. Cambridge University Press, United Kingdom, pp. 364-404.

Howard, Judith, Brown, Meegan, Cacciattolo, Marcelle, Donovan, Samantha, Hobbs, Carmel, Lang, Kristy, L'Estrange, Lyra, Southall, Anne, Spooner-Lane, Rebecca, & Steindl, Emma-Lee (2024) Declaration for a Trauma-Informed Education Workforce in Australia. . [Discussion Paper]

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Howard, Judith & Brown, Meegan (2024) Trauma-informed education and the role of the school counsellor. In Kaplan Toren, Nurit & Korzenioski, Celina (Eds.) 2023 Proceedings of the Oxford Symposium in School-Based Family Counseling. Institute for School-Based Family Counseling, United Kingdom.

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L'Estrange, Lyra, Howard, Judith, Spooner-Lane, Rebecca, Death, Jodi, Brown, Meegan, Spina, Nerida, & Bowyer, Jordan (2023) Trauma-informed pedagogy and practice at QUT: Considerations for the education and support of students living with adversity, the impacts of trauma, and/or mental health concerns. Faculty of Creative Industries, Education and Social Justice, QUT, Australia.

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Stokes, Helen, Brunzell, Tom, & Howard, Judith (2023) Editorial: Trauma-informed education. Frontiers in Education, 8, Article number: 1264629.

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Stokes, Helen, Brunzell, Tom, & Howard, Judith (Eds.) (2023) Trauma-informed education. Frontiers Media SA, Lausanne, Switzerland.

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Howard, Judith, Brunzell, Tom, Brown, Meegan, Dawson, Christine, L'Estrange, Lyra, & Langton, Grace (2022) The Eucalypt Way: Trauma-Informed education for Australia. Berry Street.

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L'Estrange, Lyra & Howard, Judith (2022) Trauma-informed initial teacher education training: A necessary step in a system-wide response to addressing childhood trauma. Frontiers in Education, 7, Article number: 929582.

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Brown, Meegan, Howard, Judith, & Walsh, Kerryann (2022) Building Trauma Informed Teachers: A constructivist grounded theory study of remote primary school teachers' experiences with children living with the effects of complex childhood trauma. Frontiers in Education, 7, Article number: 870537.

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Howard, Judith, L'Estrange, Lyra, & Brown, Meegan (2022) National Guidelines for Trauma-Aware Education in Australia. Frontiers in Education, 7, Article number: 826658.

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Howard, Judith, L'Estrange, Lyra, & Brown, Meegan (2022) The School Counsellor's Role in Trauma Aware Education. Journal of Psychologists and Counsellors in Schools, 32(2), pp. 243-253.

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Howard, Judith (2022) Trauma-aware education: Essential information and guidance for educators, education sites and education systems. Australian Academic Press, Brisbane, Qld.

Howard, Judith & L'Estrange, Lyra (2021) The Guidance Counsellor's role regarding Trauma-Aware Schooling in Brisbane Catholic Education schools: Report for Brisbane Catholic Education. Queensland University of Technology, Brisbane, Qld.

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Howard, Judith (2021) National Guidelines for Trauma-Aware Education.

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Hickey, Cathy & Howard, Judith (2020) Trauma-Aware Education: New guidelines for a systemic approach. Independent Education, 50(2), pp. 32-34, 2020. [Article]

Howard, Judith (2020) Trauma-aware early childhood education and care. ECA Research in Practice Series. Early Childhood Australia, Australia.

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Howard, Judith (2019) A systemic framework for trauma-informed schooling: Complex but necessary! Journal of Aggression, Maltreatment and Trauma, 28(5), pp. 545-565.

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Donovan, Samantha, Howard, Judith, Kucks, Adeline, & White, Cappi (2019) Creating a whole-school approach to trauma-informed practice. Queensland Association of State School Principals.

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Howard, Judith (2019) Trauma-aware schooling expanding across Australia! TLN Journal, 26(3), pp. 1-4.

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Howard, Judith (2018) A Systemic Framework for Trauma-aware Schooling in Queensland. Queensland University of Technology, Faculty of Education, Brisbane, Qld. (Unpublished)

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Sempowicz, Tracey, Howard, Judith, Tambyah, Mallihai, & Carrington, Suzanne (2018) Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas: developmental and social constructionist perspectives. International Journal of Inclusive Education, 22(6), pp. 606-621.

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Howard, Judith (2017) A Tier 3 approach to complex childhood trauma. In Saggers, B (Ed.) Developing positive classroom environments: Strategies for nurturing adolescent learning. Allen and Unwin Academic, Australia, pp. 261-277.

Howard, Judith (2016) Rethinking traditional behaviour management to better support complex trauma-surviving students. The International Journal on School Disaffection, 12(2), pp. 25-44.

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Howard, Judith (2013) Behaviour management: why so complex?. Principal Matters, 97, pp. 32-36, 2013. [Article]

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Howard, Judith (2013) Distressed or deliberately defiant? Managing challenging student behaviour due to trauma and disorganised attachment. Australian Academic Press, Australia.

Howard, Judith (2005) Primary School educators' beliefs about suspension and exclusion of students with challenging behaviours. PhD thesis, Queensland University of Technology.

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Howard, Judith (2004) Naughty, Needy or Neither: Suspension, Exclusion and the Beliefs of Primary School Educators. In Danby, S, Knight, J, & McWilliam, E (Eds.) Performing Educational Research: Theories, Methods and Practices. Post Pressed, Flaxton, Queensland, pp. 277-286.

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