Integrating Trauma-Informed Practices into Higher Education Curriculum

Abstract

Over the past decade, there has been a significant focus on integrating trauma-informed practices in educational settings, particularly in K-12 schools. Educators have increasingly recognized the profound impact of trauma on students' well-being and academic success. As students transition from P-12 to higher education, the persistent effects of trauma underscore the need for trauma-informed approaches in university settings. This paper explores the evolving field of trauma-informed practices, emphasizing their relevance in university classrooms.

Acknowledging that many who enter higher education have experienced trauma, the paper addresses how these experiences can pose challenges, leading to misinterpretations of behaviors such as difficulty engaging with others and disengagement in learning. To create an inclusive learning environment, the paper delves into the neurobiological and psychological underpinnings of trauma, providing educators and administrators with the knowledge to recognize, empathize, and respond effectively to students with trauma experiences and all students.

Practical strategies for implementation in the university classroom are presented, aiming to foster support and inclusivity for students with a history of trauma. By bridging the gap between P-12 and university settings, the paper enhances understanding of trauma's enduring impact and offers tangible strategies to create an inclusive educational environment that facilitates learning and growth for all.