Rate My Professor Helen Stokes

Helen Stokes' research centers on trauma-informed positive education, early school leaving, vocational pathways for vulnerable youth, educational access for marginalised young people, identity formation, teacher wellbeing, and instructional leadership. She co-authored the foundational practice model for the Berry Street School and conducted longitudinal research on the Berry Street Education Model's impact in mainstream schools. Among her key publications are "Trauma Informed Positive Education: Using positive psychology to strengthen vulnerable students" (with T. Brunzell and L. Waters, 2016), "Shifting teacher practice in trauma-affected classrooms: Practice pedagogy strategies within a trauma-informed positive education model" (with T. Brunzell and L. Waters, 2019), "Trauma-informed flexible learning: Classrooms that strengthen regulatory abilities" (with T. Brunzell and L. Waters, 2016), "Constructing identities and making careers: Young people’s perspectives on work and learning" (with J. Wyn, 2007), "Leading trauma-informed education practice as an instructional model for teaching and learning" (2022), and the edited volume "Critical conversations in teacher education: contemporary Australian perspectives". With over 3,500 citations on Google Scholar, her work has advanced trauma-informed practices globally. She has delivered seminars such as the RISE research seminar on trauma-informed practice for school change at Trinity College Dublin in 2023.