Conceptualizing Trauma-Informed Leadership in Higher Education

• In Event: Leadership Influences

Abstract

The role of trauma-informed practice within higher education has become a growing area of research and practice in recent years, particularly in the aftermath of the global COVID-19 pandemic. To date, most scholars have focused on the nature and impact of trauma-informed pedagogical and student-support practices. However, this approach fails to acknowledge the need to, and benefit of, incorporating trauma-informed educational leadership that acknowledges and mitigates the impact of trauma on all aspects of the education enterprise. To that end this theoretical paper intersects contemporary scholarship on leadership theory, educational leadership, and trauma-informed practice to introduce a conceptual framework for trauma-informed leadership in education.

Author

• R. Jason Lynch, Appalachian State University