Notwithstanding their empirically validated credentials and social justice orientations, a mono-dimensional approach to Positive Behavioural Interventions and Supports (PBIS) cannot singlehandedly meet the unique needs of minoritised children and young people who have experienced acute, cumulative, or complex traumas. Experiences of trauma have…

The article draws interdisciplinary insights from research on trauma to theorize the ways in which inclusion can be enriched and diversified by incorporating a trauma-informed perspective that is equity-oriented and can facilitate the process of inclusive education reforms. Despite the existence of a significant body of research documenting the…