An Exploration of Faculty Perspectives About Trauma-Informed Practices in a Two-Year College Learning Environment

• In Event: Innovative Faculty Practices: Mentorship, Equity, and Trauma-Informed Teaching in Community College Spaces

Abstract

Research suggests that trauma-informed educational practices can improve academic performance by providing students with an environment where those impacted by trauma can feel safe to learn. Responding to the effects of trauma in an educational setting allows educators to provide a more holistic, equitable, and inclusive education for all students, not just those impacted by trauma. This paper will highlight the findings of a study conducted at a rural two-year higher education institution that explored faculty perspectives about trauma-informed teaching practices. Initial findings suggest that faculty recognize that experiencing trauma affects students’ ability to perform academically, however they feel lacking of enough trauma-informed teaching practices to better serve them.

Author

• Amanda Christopher, University of Colorado - Denver