Megan Corcoran, Trauma-informed wellbeing consultant and Director of Wagtail Institute
Megan Corcoran is a trauma-informed wellbeing consultant and Director at Wagtail Institute. With a background in alternative education and a Master’s in Applied Positive Psychology, she supports practitioners, leaders, and carers with practical strategies to foster healing, resilience, and wellbeing for children and young people impacted by trauma.
I’ve spent the past 20 years working alongside children and young people, primarily as an educator supporting teenagers who have experienced childhood trauma. Many lived in out-of-home care or were clients of child protection services, facing significant disadvantage. My passion was to help them see possibilities, believe in their potential, and create pathways to a positive future.
Over time, I became deeply curious:
- What helped some of these young people step towards a healthy future?
- What supported their engagement in further study or employment?
- What allowed them to live independently after a childhood in care?
While I haven’t tracked every student into adulthood, those who still reach out to me tend to be the ones who found stability, meaningful work, and a sense of purpose. My curiosity about this led me to explore ‘belonging’ during my master’s research, culminating in my capstone: ‘Understanding how belonging gives us reason to live and enhances positive outcomes after childhood trauma.’
Belonging is at the core of wellbeing. It is a fundamental human need—the drive to connect with others and feel accepted (Baumeister & Leary, 1995). For traumatised children and young people, this sense of belonging often comes through relationships with the adults who show up for them consistently.
This realisation has shaped my work, shifting my focus towards practitioner wellbeing.
Why? Because practitioners are the key to fostering belonging.
Marcus’ Journey: A Story of Belonging
“A deep sense of love and belonging is an irreducible need of all people. We are biologically, cognitively, physically, and spiritually wired to love, to be loved and to belong. When those needs are not met, we don’t function as we were meant to. We break. We fall apart. We numb. We ache. We hurt others. We get sick” (Brown, 2010).
Marcus’ story exemplifies this truth. Born to a teenage mother facing overwhelming challenges, he experienced neglect and instability from infancy. By the time he was three, he was placed permanently in the out-of-home care system.
His early years were marked by constant transitions—first a stable foster home, then the residential care system, where he cycled through multiple placements. By fourteen, he had been incarcerated twice, expelled from every school he attended, and was deeply entrenched in risk-taking behaviours.
But then something changed.
At fourteen, Marcus enrolled in a school that wouldn’t expel him, no matter how difficult things got. Around the same time, his residential care placement stabilised. Two key relationships became anchors—his house manager, who treated him with unwavering care, and his key teacher, who showed up for him consistently.
Slowly, the chaos in his life started to settle. His risk-taking behaviours decreased. His self-esteem grew. He showed up to school daily and secured part-time work while completing his Victorian Certificate of Applied Learning (VCAL).
Today, Marcus is almost 30. He lives independently, works full-time, has hobbies, and is exploring further study. When asked what made the difference, he credits the sense of belonging he found in his teenage years. It wasn’t instant, but it was enough to help him build a future he once thought impossible.
Marcus’ story is real.
And I know this because I was his key teacher.
*Marcus’ name has been changed to maintain confidentiality
Belonging Starts with Us
Marcus’ story isn’t unique. Thousands of young people navigate similar systems, carrying the weight of their pasts. The adults who show up for them—educators, carers, social workers—play a crucial role in shaping their futures. But for practitioners to provide the care and consistency that fosters belonging, they need to be well themselves.
I didn’t know how lucky I was at the time, but I was working in a very healthy team culture, I was mentored by incredible leaders who cared about my wellbeing, and I was trained to understand Marcus’ needs. It wasn’t hard for me to stay.
This work is emotionally demanding. It’s heavy. If we don’t prioritise practitioner wellbeing, the cost is high—not just for us, but for the young people who rely on us.
The Ripple Effect of Practitioner Wellbeing
When practitioners are well, they show up differently. They are more present, more patient, and better equipped to navigate the complexities of trauma-affected children and young people.
Wellbeing isn’t just about self-care; it’s about creating environments where practitioners feel supported and valued. It means recognising that while the work is meaningful, it is also exhausting, and we need systems in place to sustain ourselves.
This is why Wagtail Institute exists. Our focus on practitioner wellbeing stems from the understanding that when professionals feel steady and supported, they can provide the best care. And when young people experience consistent, caring adults, they have the opportunity to heal.
A Call to Action
Let’s keep belonging at the centre. Let’s remember that the relationships we build and the care we extend are what truly change lives.
If you are a practitioner—teacher, social worker, caregiver, or support worker—who is ready to take care of yourself while positively influencing those around you, we’ve created an eBook on trauma-informed wellbeing. This guide is designed to help you navigate the complexities of working in trauma-affected environments, offering practical strategies to enhance your wellbeing and effectiveness.
Let’s prioritise practitioner wellbeing because when we are well, we create the conditions for young people to thrive.
References:
Brown, B. (2010). Gifts of imperfection, the: Hazelden Information & Educational Services.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. https://doi.org/10.1037/0033-2909.117.3.497
