It is not unusual for school counsellors to be involved in trauma-aware education practice; however, their role is not uniformly defined in the literature nor consistently applied in professional settings. Trauma-aware education is relatively new but rapidly growing in Australia and beyond. It involves supporting students in a neuroscience-informed manner to address the impacts of complex trauma on their capacities to feel safe, to relate, to emotionally regulate, and to learn. Twenty-six school counsellors completed questionnaires, and eight of those joined focus group discussions to explore the role of school counsellors in trauma-aware practice in Queensland, Australia. Drawing on the voices of practitioners, the present report discusses categories of practice that are prioritised by school counsellors and recommends supports to effectively undertake trauma-aware practice in school settings.

学校辅导员参与创伤意识教育实践并不少见；然而，它们的作用在文献中并没有统一定义，也没有在专业环境中得到一致应用。创伤意识教育相对较新，但在澳大利亚及其他地区发展迅速。它涉及以神经科学的方式支持学生，以解决复杂创伤对他们感到安全、联系、情绪调节和学习的能力的影响。26 名学校辅导员完成了问卷调查，其中 8 名参加了焦点小组讨论，以探讨学校辅导员在澳大利亚昆士兰州创伤意识实践中的作用。借鉴从业者的心声，