معرفی
Emily Berger is an Associate Professor in the School of Educational Psychology and Counselling at Monash University's Faculty of Education. With a master's and PhD in educational and developmental psychology completed at Monash in 2014, she has established herself as a leading researcher in child mental health, trauma responses, and educational wellbeing.
Her educational background includes specialized training in educational and developmental psychology, with research focusing on the psychological impacts of disasters and traumatic events on children and educational professionals. She completed her doctoral studies at Monash University, where she has remained as faculty.
Berger's research interests span child mental health and academic outcomes, self-injury and suicidal behavior, child trauma and post-traumatic stress, work with disadvantaged children and those in out-of-home care, domestic violence impacts on childhood outcomes, teacher training and supervision, and trauma-informed educational practices. Her work has gained particular prominence during the pandemic era, examining how crisis situations affect both students and educators.
Analysis of her recent publications reveals a strong focus on the psychological toll of the pandemic on educational communities, with significant attention to teacher burnout from supporting traumatized students, increased student distress during lockdowns, adaptations in school psychological services, and rising self-harm rates among youth. Her research consistently bridges theory and practical application for educational settings.
Berger has received recognition through numerous research projects and publications, with her work appearing in high-impact journals across educational psychology, trauma studies, and mental health fields. Her research demonstrates consistent funding support and collaborative work with interdisciplinary teams.
As an educator, Berger provides guidance to PhD students in her areas of expertise and contributes to developing trauma-informed practices in educational settings. She has documented the emotional toll on teachers supporting traumatized students, noting that over 80% of teachers report supporting at least one traumatized student during their careers, with 45% of teachers reporting their own personal trauma history.
Her work with early childhood educators revealed significant emotional strain during the pandemic, with many feeling undervalued compared to school teachers despite remaining open during lockdowns. She has documented the specific challenges these educators faced, including financial instability and emotional exhaustion from supporting children while managing their own fears.
