Sonja Vanderaa (PhD) has over thirty years’ experience in education and specialises in trauma-informed practice and staff wellbeing.

I work together with educators, professional groups and organisations, to build trauma-informed environments to support and sustain wellbeing.

The purpose of supervision is to provide a supportive learning experience, a form of co-vision, to help us do our best work. Supervision is a confidential, non-judgemental, safe space to reflect, expand perspectives, consider ethical dilemmas, celebrate highs and experience attunement through lows.

Using a trauma-informed approach to supervision I focus on safety, regulation and resource building, with the twin goals of supporting wellbeing and learning of educator and child.

We get so much out of your sessions. They have strengthened our connection as a team, and I can confidently say they have provided me valuable validation and self-reflection in times where I have needed that so acutely.

Guided by a relational organisational approach (Chidiac, Denham-Vaughan & Osborne, 2018), I recognise the power of context and relationship to shape what we bring to supervision, what is possible within supervision, and supervision’s potential to create change.

Read about the benefits of supervision for educators.

Book a complimentary thirty minute supervision session to see if my approach feels a good fit for your needs.

Being trauma-informed involves a multi-level approach where everyone plays a role. It begins with recognising that trauma is widespread, and through everyday actions we can prevent further harm, recognise signs of stress, trauma and adversity, and respond with support and care.

Built on a foundation of cultural safety, trauma-informed practice prioritises strengths-based, person-centred, collaborative approaches, and an openness to ongoing learning. The goal is to increase our ability to return to our window of tolerance (Siegel, 1999), and to expand our circle of capacity (Malchiodi, 2021).

Thank you very much for another set of extremely well-presented sessions. You involve everyone and create an interactive environment with real solutions, activities and strategies more than any other presenter I’ve seen (in 25 years of teaching).

I had the absolute pleasure of working with Dr Sonja Vanderaa on the Tasmanian Department of Premier and Cabinet’s Trauma-Informed Knowledge and Skills Framework Project. I chose to work with Sonja because of her deep expertise and long-standing commitment to trauma-informed practice. Sonja showed up with warmth, care, and a genuine willingness to walk alongside me during a time pressured, complex and high-impact project. She was my go-to thinking partner — someone I could trust to talk through difficult concepts, pressure-test ideas, and stay grounded in the heart of the work. Her persistence and commitment to the ‘why’ behind the work always shone through.

If you’re looking for someone who leads with integrity, approaches her work with deep care, and combines strong academic grounding with practical relevance — Sonja is exactly who you want on your team.

• Supervision for staff working with school-aged children and young people

  • Individual supervision
  • Group supervision, including the Reflective Circle in Education Model (Southall, Baxter & Gardner, 2023)

• Professional learning on trauma-informed practice and staff wellbeing

• Customised consultation including research and writing on trauma-informed practice

• Travelling throughout Tasmania, available Australia-wide via Teams

Please contact me for more information.

• The Function Hub: a model to invite curiosity about behaviour

  The function hub is a model to encourage curiosity about what a behaviour might be communicating. It is a tool that invites teams to align supports with the needs beneath the behaviour. The function hub offers a way to support conversations with families, staff and care teams. … read more

• Wellbeing Reflection

  The purpose of this resource is to increase awareness of different ways of being with ourselves and others. Informed by the window of tolerance (Siegel, 1999) and polyvagal theory (Porges, 2011), this Wellbeing Reflection offers a continuum of states, from being present, to being entangled, to being avoidant. It invites us to notice where we are, and what we need, so we are better able to offer support to ourselves and to others. … read more

• Positive Behaviour Support Acknowledgement Systems: Questions to Consider

  This resource provides a guide for Positive Behaviour Support (PBS) teams who wish to review and refresh their acknowledgement systems. The questions to consider are informed by PBS traditions of inclusion and person-centered values, together with trauma-sensitive practice. … read more

• Ten Key Messages About Trauma-Sensitive Practice in Schools

  This resource offers ten key messages as an invitation for reflection and conversation. For example, which three points resonate most with you? If you were to add a message to the list, what might it be? … read more

• Trauma-Sensitive Supervision: An Approach to Support Educators, Children and Young People

  This resource, written with educators in mind, offers a brief introduction to trauma-sensitive supervision. It explores two questions: What is trauma-sensitive supervision and what difference might it make? … read more

Educators thrive when they are supported in relational, meaningful ways that honour their wellbeing and professional growth. By creating space for reflection, trauma-informed practice, and collective care through group supervision, my work empowers educators to sustain their energy, do their best work, and contribute to more socially inclusive communities.

Dr Sonja Vanderaa

BEd (Hons), Grad Cert Dev Trauma, Pg Dip Supervision, PhD
Supervisor, Educator & Independent Consultant
Member Australian Clinical Supervision Association