Abstract
This article provides a series of fictitious case studies as vignettes to exemplify how educators can support complex trauma impacted children in school to establish Flow. Flow contributes to effective immersion in learning, where educators can quickly recognise states and emotions which disrupt the Flow, and can lead to disengagement in learning. Through consideration of the case studies, educators can envisage solutions to challenges they face in their learning spaces, and most importantly support learners impacted by complex trauma to get the most out of their education and to reach their potential. This is more than Trauma Informed Practice; it is a social-emotional- psychological-physiological theory that underpins and supports daily educational practices with children and youth.