Gauging trauma-informed pedagogy in higher education: a UK case study

Abstract

IntroductionA substantial amount of evidence suggests a negative association between traumatic experiences and mental health among primary and secondary school students. These vulnerable students are at an increased risk of academic, social, and emotional problems. However, there is limited evidence on the connection between traumatic experiences and student mental health in higher education, especially regarding trauma-related content in classrooms. This study aims to explore students’ experiences with traumatic material in a UK university setting and to understand educators’ perceptions of trauma-informed pedagogy.MethodsEight students from the University of Manchester and seven educators (from the humanities and social sciences departments) participated in one-on-one semi-structured interviews. The analysis adopted an inductive thematic approach.ResultsFour major themes emerged from the interview data: Inclusion and delivery of trauma-related content in higher education; Effects of trauma-related content on class attendance; Availability of support systems for handling trauma-related content; Perceptions on trauma-informed education.DiscussionThe implications of this study for future research and current teaching practices are discussed. Recommendations are provided for teaching sensitive material. Limitations of this study, such as sample size and demographics, are acknowledged. Additionally, a conceptual framework for trauma-informed pedagogy is introduced, laying the groundwork for an upcoming concept paper.

Transforming Higher Education: Building Trauma-Informed Communities for Healing and Intergenerational Wellbeing

“…To begin, the concept of trauma-informed teaching and learning, while crucially important, did not gain significant attention in higher education until recently, not until after the significant and widespread disruptive events of the COVID-19 pandemic that began in early 2020. This absence of trauma-informed teaching and learning from higher education is especially problematic because these institutions serve many students who have experienced significant psychological trauma (Smyth et al, 2010), including, but not limited to, students from historically marginalized communities who may have been exposed to intergenerational trauma, racial trauma, and other forms of systemic and personal trauma (Bitanihirwe & Imad, 2023). This lack of intentional and explicit prioritization of students' wellbeing leads to poorer academic outcomes, exacerbates mental health distress, and perpetuates educational and societal inequities (Tanyu et al, 2020).…”

“…al., 2018). In this context, one of the key questions we have found ourselves wrestling with is as to why higher education has not led the way when it comes to trauma-informed education and how to ameliorate the impact of trauma on students' learning, wellbeing, and equity within higher education (Bitanihirwe & Imad, 2023). Importantly, while mental health issues affect students in all demographic groups, students with marginalized identities are at an even greater risk (Jochman et al, 2019;Chavous et al, 2022).…”

“…In the context of higher education, understanding trauma and enacting trauma-informed approaches recognize that students may come to the classroom or institutions with a range of experiences and challenges, and aim to create a supportive and empowering learning environment that acknowledges and accommodates these realities (Bitanihirwe & Imad, 2023).…”

“…In light of these values, we argue that adopting a trauma-informed approach in higher education is a course of action dictated by ethical principles and societal responsibility that aims to create a more equitable and compassionate learning environment for all students. It is important to note that institutions should also make an effort to understand the specific types of traumas that students from marginalized communities may have experienced, and work to ensure that their policies and practices are inclusive and culturally responsive and protective (Bitanihirwe & Imad, 2023). Marginalized communities often face additional traumas that may not be as prevalent or apparent in other groups (Matheson et al, 2019).…”

“…And while there is much research about social and emotional learning and affective learning (Elmi, 2020;Millett, 2020), within the scholarship of teaching and learning or within the field of faculty educational development, there is little empirical research describing the inclusion of traumainformed contents into curricula despite the fact that many of the student populations we serve are affected by various types of traumas 6 . There is a crucial need for institutions of higher education to not only recognize trauma but also act diligently in their response (Bitanihirwe & Imad, 2023). The absence of action-whether through neglect, ignorance, or inaction-is indeed a form of institutional betrayal that can cause significant harm to the individuals within the institution and communities to which they belong.…”