A Human Rights-Based Framework for Trauma-Informed Pedagogy: Advancing Educational Access and Equity

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division L - Section 4: Social, Political, and Cultural Contexts Virtual Poster Session

Abstract

This article employs a human rights-based approach to education (HRBA-E) framework to innovatively explore the role of trauma-informed pedagogy (TIP) in fulfilling the human right to education. We argue that TIP meaningfully advances HRBA-E’s three core dimensions: access, quality, and respect in education, particularly for trauma-affected learners. Drawing on multiple international human rights directives, including the Universal Declaration of Human Rights and Sustainable Development Goal 4, we map TIP principles onto rights obligations and highlight their alignment. Implications for teacher training, future research, and policy are discussed, especially in light of current ongoing global crises that have the potential to cause and exacerbate educational inequities through trauma exposure.

Authors

• Stephani Nummelin, University of North Carolina - Chapel Hill

• Rohan Tapiawala, University of North Carolina - Chapel Hill