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Educators and administrators in higher education are currently grappling with the effects of individual and collective trauma as it relates to college students' academic performance. A plethora of research points to the inimical effects that trauma can have on students' learning and persistence. This article outlines common trauma terms and effects on learning that would be useful for educators to know, along with a brief literature review, trauma-informed conceptual framework, classroom applications, misconceptions and barriers to implementing trauma-informed practices, and future directions for research. To guide instructors on implementing a trauma-informed learning experience, a practical checklist of pedagogical suggestions is provided.
Introduction
IGHER EDUCATIONAL INSTITUTIONS have become increasingly aware of the pernicious effects of systemic stressors on student persistence and degree completion. One of these stressors involves trauma, be it at the individual, community, or historical level. It is estimated that over half of U.S. adults have experienced at least one childhood trauma before the age of18, with that statistic greatly increasing for marginalized (e.g., BIPOC, LGBTQ) individuals (CDC.gov, 2021). As a result, educators must grapple with the somatic, cognitive, emotional, and behavioral manifestations of trauma experienced by students.
Trauma-informed practice in postsecondary education is especially important, given that the psychological support offered to K-12 students dwindles precipitously once students finish high school and go on to colleges or universities. There is a growing acknowledgement of higher education being a stressful transition for students, especially those who are first generation and/or BIPOC (Read et al., 2011). In fact, it is estimated that as many as 50% of college students are exposed to a potentially traumatizing event in their first year of college (GalatzerLevy et al., 2012). To address equity gaps in educational success, it is necessary to address the harmful effects of past trauma, including generational and historical trauma (Portell, 2019).
In more recent years, collective trauma has also led to significant disruptions in students' lives as a result of war, climate impacts, gun violence, economic instability, threats to democracy, and the ongoing COVID-19 pandemic. This has also accelerated interest in traumainformed education practice, due to widespread trauma relating to people's physical, emotional, and socioeconomic wellbeing.
In response to the need for effective strategies to address trauma in the classroom (regardless of modality), this...