In Australia, inclusive education has been gaining momentum, recognising the diverse needs of students from various backgrounds. However, one group that often remains overlooked is children adopted from overseas countries, known as Intercountry Adoptees. These children frequently carry complex trauma histories, which can make their educational journey uniquely challenging.

This recent journal article by Tracey Sempowicz and Suzanne Carrington explores the needs of Intercountry Adoptees and highlights how school practices can either help them build resilience or prolong their challenges. Grounded in attachment and complex trauma theories, this study is a significant step toward enhancing inclusive education in Australia. To that end, we must recognise the unique needs of children adopted from overseas countries. This involves acknowledging the ongoing impact of complex trauma and nurturing a school culture that prioritises empathy, understanding, and support, and equipping teachers with the tools and knowledge to address these needs.

This research calls upon Australian educators, policymakers, and stakeholders to further the inclusive education agenda by supporting the resilience and development of children with unique trauma histories. By doing so, we can create a more inclusive and compassionate educational system that benefits all students, regardless of their background or life experiences.

Dr Tracey Sempowicz and Suzanne Carrington