Sally Lamping has spent over thirty years as a teacher, teacher educator, and researcher in primary, secondary, and adult education contexts across the world. Prior to migrating to Australia, she was as a Professor of English and Education and Program Director for the English: Integrated Language Arts major at a US university for eleven years. A large portion of her research is on the secondary English classroom and youth identities, with a specific focus on migrant youth and how schools can become enabling spaces for students and teachers. Sally was a 2015 U.S. Fulbright Core Senior Research Scholar in Adelaide, South Australia, where she worked and conducted research alongside newly arrived students in Australia’s only stand-alone New Arrival Program for adolescents. She is currently the project lead on a multifaceted Critical Participatory Action Research project with migrant communities in the three Local Government Areas of Perth; the projects focus on how learning happens in situational community-driven contexts that can inform local government initiatives. Sally also works with teachers, students, and schools to support sustainable and co-designed approaches to trauma-aware and informed practice in schools.