Teaching Commons > Events > Fall Forum on Teaching & Learning > Trauma-informed Pedagogy (2021)
In this interactive session, we considered the notion of psychological trauma–why it happens and how it impacts our body and brain? We examined the connections between stress and trauma and how stress can become traumatic when not managed. We examined the neuroscience of traumatic stress and its impact on our ability to engage, connect, and learn. We reflected on the questions of how we will welcome our students and colleagues to our institutions and classrooms this fall and beyond? What can we, educators, possibly do to help attend to their mental health and ameliorate their exhaustion and distress, while at the same time, intentionally engaging in self-care? Last, we examined the principles, notable misconceptions, and practical examples of trauma-informed care, and reflected on the connections between trauma-informed education, healing, and restorative justice.
Prior to the pandemic, most students were already dealing with the ramifications of traumatic experiences. The following statistics were compiled by Dr. Shannon Davidson and presented in Education Northwest’s
Trauma-Informed Practices for Postsecondary Education: A Guide. Read the full guide here.
Because the pandemic has created a situation where every student in your class is now dealing with trauma, research on trauma-informed teaching has become even more relevant. You, too, are teaching and working in the midst of a trauma, and while this event focused on teaching practices, we also hope it provided a space to think about how this research can inform how we’re approaching our working lives in this phase of the pandemic.
 Read et al., “Rates of DSM–IV–TR Trauma Exposure and Posttraumatic Stress Disorder among Newly Matriculated College Students." Psychological Trauma: Theory, Research, Practice, and Policy 3, no. 2, 2011, pp. 148–156.
National Center for Mental Health Promotion and Youth Violence Prevention. Childhood Trauma and Its Effect on Healthy Development. 2012.
 Galatzer-Levy et al., “Coping Flexibility, Potentially Traumatic Life Events, and Resilience: A Prospective Study of College Student Adjustment.” Journal of Social and Clinical Psychology 31, no. 6, June 2012, pp. 542–67.