Trauma-Informed Pedagogy in Higher Education

Considerations for the Future of Research and Practice

Abstract

This paper examines the current state of the scholarly literature on trauma-informed pedagogy (TIP) in higher education. We trace the origins of this literature in clinical fields where scholars brought the trauma-informed care lens to bear on pedagogical questions. This literature is currently dominated by practitioner reflections, often written by scholars working in these clinical fields. While these reflections provide valuable insights for educational practice, we identify two important gaps in this body of scholarship: the dearth of empirical research and the lack of attention to students’ experiences and perspectives. We argue that given trauma-informed pedagogy’s stated commitment to collaboration, trust, and choice, future empirical scholarship must re-center students’ voices, experiences, and meaning-making in both research and practice. We conclude by reporting on an on-going participatory action research project designed to address these identified gaps.