Advancing the inclusion agenda in Australia: A multi-case study of the school experiences of children adopted from overseas

Abstract

Current approaches to inclusive education in Australian schools, supported by legislation and policy are slowly raising awareness about the diverse needs of children from complex trauma backgrounds. One group of children who experience complex trauma are children adopted from overseas countries (Intercountry Adoptees). These children and their support needs are often absent in education research, teacher training, and development. The research reported in this paper, informed by theories of attachment and complex trauma supports the goals of inclusive education, identifying school practices that appear to promote resilience in some children while other practices perpetuate ongoing struggles. This paper presents key findings from a multi-case study of ten adoptive families in Queensland (15 parents;15 children aged 6 to 12 years) to suggest divergent perspectives on traditional meanings of attachment, including the impact of multiple attachment disruptions on the children's school experience. Insightful theoretical explanations and case study examples reveal the potential ongoing impact of complex trauma on these children at school resulting from their early life experiences. Children's perspectives are captured through drawings and conversations, extended by their adoptive parents through the analysis of interview data and documents they provided. Findings emphasise the importance of school culture, leadership, teacher professional development, and the relational aspects of teaching and learning to further advance inclusive education in schools by supporting the ongoing resilience and development of children with unique trauma histories.