Trauma-Informed Pedagogical Practices in Post-Secondary Education: An Integrative Review of the Literature
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| Title: | Trauma-Informed Pedagogical Practices in Post-Secondary Education: An Integrative Review of the Literature |
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| Language: | English |
| Authors: | Sandra VanderKaay, Dee Begin, Susan Jack, Rachel Lisogurski, Courtney Robb, Michelle Phoenix, Brenda Vrkljan |
| Source: | Canadian Journal for the Scholarship of Teaching and Learning. 2025 16(1). |
| Availability: | University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Postsecondary Education |
| Descriptors: | Trauma Informed Approach, Postsecondary Education, Best Practices, At Risk Students, Minority Group Students, LGBTQ People, Students with Disabilities, Indigenous Populations, Interpersonal Relationship, Student Empowerment, Student Needs, Expectation |
| ISSN: | 1918-2902 |
| Abstract: | The experience of past or current trauma can interfere with learning in post-secondary education and can be particularly problematic for people from equity-deserving groups. Implementing trauma-informed pedagogical practices could contribute significantly to post-secondary education by cultivating safe and equitable learning spaces that support a range of needs and potentially lead to better academic outcomes. However, the uptake of trauma-informed pedagogy in post-secondary institutions has lagged despite increased attention to students' experience of trauma. Post-secondary educators may not be aware of trauma-informed pedagogical practices or know how to implement them. Currently there are few comprehensive resources for about trauma-informed pedagogy. The purpose of this paper is to report on the findings of an integrative review of the literature conducted to gather and categorize information regarding trauma-informed pedagogical practices in post-secondary education. The research question guiding this study was: "What trauma-informed pedagogical practices can be used in post-secondary education and how can they be applied to promote student success?" Integrative review methodology guided the research. Relevant literature was located through a systematic literature review (n=55) and was analyzed in three stages (preparation, coding, creating categories). The "Four Proactive Priorities" framework guided deductive coding and data analysis. Findings include a comprehensive list of trauma-informed pedagogical practices in four proactive priority areas (connection, empowerment, flexibility, predictability). This first-known comprehensive and systematic review of the literature advances knowledge and understanding of the pedagogical practices that could be implemented to support trauma-informed teaching and learning in postsecondary education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489110 |
| Database: | ERIC |
| Abstract: | The experience of past or current trauma can interfere with learning in post-secondary education and can be particularly problematic for people from equity-deserving groups. Implementing trauma-informed pedagogical practices could contribute significantly to post-secondary education by cultivating safe and equitable learning spaces that support a range of needs and potentially lead to better academic outcomes. However, the uptake of trauma-informed pedagogy in post-secondary institutions has lagged despite increased attention to students' experience of trauma. Post-secondary educators may not be aware of trauma-informed pedagogical practices or know how to implement them. Currently there are few comprehensive resources for about trauma-informed pedagogy. The purpose of this paper is to report on the findings of an integrative review of the literature conducted to gather and categorize information regarding trauma-informed pedagogical practices in post-secondary education. The research question guiding this study was: "What trauma-informed pedagogical practices can be used in post-secondary education and how can they be applied to promote student success?" Integrative review methodology guided the research. Relevant literature was located through a systematic literature review (n=55) and was analyzed in three stages (preparation, coding, creating categories). The "Four Proactive Priorities" framework guided deductive coding and data analysis. Findings include a comprehensive list of trauma-informed pedagogical practices in four proactive priority areas (connection, empowerment, flexibility, predictability). This first-known comprehensive and systematic review of the literature advances knowledge and understanding of the pedagogical practices that could be implemented to support trauma-informed teaching and learning in postsecondary education. |
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| ISSN: | 1918-2902 |
