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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
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
FullText Text:
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  Data: Trauma-Informed Pedagogical Practices in Post-Secondary Education: An Integrative Review of the Literature
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  Data: <searchLink fieldCode="AR" term="%22Sandra+VanderKaay%22">Sandra VanderKaay</searchLink><br /><searchLink fieldCode="AR" term="%22Dee+Begin%22">Dee Begin</searchLink><br /><searchLink fieldCode="AR" term="%22Susan+Jack%22">Susan Jack</searchLink><br /><searchLink fieldCode="AR" term="%22Rachel+Lisogurski%22">Rachel Lisogurski</searchLink><br /><searchLink fieldCode="AR" term="%22Courtney+Robb%22">Courtney Robb</searchLink><br /><searchLink fieldCode="AR" term="%22Michelle+Phoenix%22">Michelle Phoenix</searchLink><br /><searchLink fieldCode="AR" term="%22Brenda+Vrkljan%22">Brenda Vrkljan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+for+the+Scholarship+of+Teaching+and+Learning%22"><i>Canadian Journal for the Scholarship of Teaching and Learning</i></searchLink>. 2025 16(1).
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 20
    Subjects:
      – SubjectFull: Trauma Informed Approach
        Type: general
      – SubjectFull: Postsecondary Education
        Type: general
      – SubjectFull: Best Practices
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      – SubjectFull: At Risk Students
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      – SubjectFull: Minority Group Students
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      – SubjectFull: LGBTQ People
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      – SubjectFull: Students with Disabilities
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