Trauma-informed, culturally responsive education for refugee-background students: An evaluation of the RASNZ Welcoming Schools initiative in Aotearoa New Zealand

Abstract

This study evaluates the Refugees as Survivors New Zealand (RASNZ) Welcoming Schools Programme, a trauma-informed, culturally responsive professional development initiative that was designed to enhance educational support for refugee-background students. Between January and October 2025, the programme delivered 15 workshops across resettlement regions in Aotearoa New Zealand which reached 516 participants from 67 Early Childhood Education centres, 193 primary, intermediate, secondary schools, and multiple support services. Using a mixed-methods evaluation design that incorporated participant feedback, structured observations, and outcome tracking, this study examines the programme’s impact on educator knowledge, attitudes, and practice. Findings demonstrate significant improvements in participants’ understanding of refugee trauma, implementation of trauma-informed pedagogical approaches, and development of culturally responsive teaching strategies. The programme successfully shifted educator perspectives from deficit-based to strengths-based approaches while establishing critical interagency support networks. Analysis of quantitative feedback revealed consistently high satisfaction rates (95%+ positive responses) and strong intentions to implement learned strategies. These findings contribute to growing evidence that support trauma-informed educational interventions and provide a replicable model for refugee education support in resettlement contexts.