Dr Lyra L'Estrange
Faculty of Creative Industries, Education & Social Justice,
School of Education
Biography
Dr Lyra L’Estrange’s research and teaching in trauma aware education contributes to redefining support systems for children and adolescents living with the outcomes of complex trauma. Lyra uses her research experience in public health to translate trauma-informed principles into the education space, supporting the understanding of how learning and development is affected by complex trauma. Lyra has worked with parents, educators, and community organisations since 2014 delivering trauma-informed education.At QUT, Lyra currently teaches undergraduate and post-graduate units in trauma aware education and understanding adverse childhood experiences. Lyra's current research projects employ both quantitative and qualitative research methods and are centred around preparing pre-service teachers for diversity in classrooms, the resolution of complex trauma through trauma-aware education, and neuroscience in early childhood education.
Personal details
Positions
- Senior Lecturer
Faculty of Creative Industries, Education & Social Justice,
School of Education
Keywords
trauma-aware education, trauma-informed, adverse childhood experiences, social justice, neuroscience, early childhood, diversity in education
Research field
Specialist studies in education, Curriculum and pedagogy
Field of Research code, Australian and New Zealand Standard Research Classification (ANZSRC), 2020
Qualifications
- PhD (University of New South Wales)
Professional memberships and associations
Centre for Child and Family Studies
QUT Centre For Justice
Fellow of Higher Education Academy (FHEA)
Teaching
Lyra has a background in public health and parenting education and has taught within community settings since 2009. Her professional experience in trauma-informed practices and behavioural neuroscience, in conjunction with her quantitative and qualitative research experience inform her teaching in the higher education setting at QUT. Lyra’s teaching in trauma aware education is grounded in neuroscience and interpersonal biology. Her teaching style is centred around facilitating a greater awareness of our own beliefs and understandings in the way we perceive children and adolescents.
She currently co-teaches the Trauma Aware Education Graduate Certificate/Master of Education Specialisation and teaches trauma aware education units in the Bachelor of Education and Master of Teaching.
Experience
Lyra engages with organisations seeking to build knowledge in trauma-informed practice and research methods, and holds advisory roles on several projects working within trauma-informed frameworks.
She is a key member of the Trauma Aware Education conference committee (www.traumaawareeducation.com.au) working to bring the latest developments in research and practice to the education community.
Publications
- L'Estrange, L. & Howard, J. (2022). Trauma-informed initial teacher education training: A necessary step in a system-wide response to addressing childhood trauma. Frontiers in Education, 7. https://eprints.qut.edu.au/234338
- Howard, J., L'Estrange, L. & Brown, M. (2022). National Guidelines for Trauma-Aware Education in Australia. Frontiers in Education, 7. https://eprints.qut.edu.au/232311
- L'Estrange, L., Burr, T., Irvine, S. & Williams, K. (2025). Neuroscience in early childhood education: a content analysis of Australian qualifications. Journal of Early Childhood Teacher Education. https://eprints.qut.edu.au/257171
- Brown, M. & L'Estrange, L. (2023). Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective? Frontiers in Education, 8. https://eprints.qut.edu.au/239207
- Walsh, K., L'Estrange, L., Smith, R., Burr, T. & Williams, K. (2024). Translating neuroscience to early childhood education: A scoping review of neuroscience-based professional learning for early childhood educators. Educational Research Review, 45. https://eprints.qut.edu.au/252814
- L'Estrange, L. & Bentley, L. (2025). Implementing Trauma-Informed Education: Translating Intentions into Practice. Journal of Trauma Studies in Education, 4(2), 18–40. https://eprints.qut.edu.au/257669
- Rowan, L., Bourke, T., L'Estrange, L., Lunn, J., Ryan, M., Walker, S. & Churchward, P. (2021). How does Initial Teacher Education Research frame the challenge of preparing future teachers for student diversity in schools?: A systematic review of literature. Review of Educational Research, 91(1), 112–158. https://eprints.qut.edu.au/205541
QUT ePrints
For more publications by Lyra, explore their research in QUT ePrints (our digital repository).
Filter publications:
A complete list of publications is available at: https://www.qut.edu.au/about/our-people/academic-profiles/lyra.lestrange
Selected research projects
- Title
- Educating Preservice Teachers to Teach Diverse Learners
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DP180100160
- Start year
- 2018
- Keywords
Projects listed above are funded by Australian Competitive Grants. Projects funded from other sources are not listed due to confidentiality agreements.
Supervision
Current supervisions
- Trauma-Informed Adult Learning: Considerations to Enhance Educational Success for Trauma-Impacted Adults
Professional Doctorate, Principal Supervisor
Other supervisors: Professor Judith Howard - What are the perceptions of beginning teachers use of trauma-informed practices in their early careers?
Professional Doctorate, Principal Supervisor
Other supervisors: Professor Judith Howard - Neuroscience in New Zealand Classrooms Relationships + Regulation = Ready to Learn
Professional Doctorate, Associate Supervisor
Other supervisors: Professor Judith Howard - Effectiveness of Family and Community-Based Interventions in Promoting Quality Life for Children with Disabilities and Childhood Trauma in Pakistan
PhD, Associate Supervisor
Other supervisors: Professor Judith Howard
Completed supervisions (Doctorate)
The supervisions listed above are only a selection.