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Trauma-Informed Pedagogy
Consider how an awareness of students’ prior experiences can inform your teaching.
Trauma-informed pedagogy (TIP), also called trauma-aware teaching, is an educational approach that recognizes the prevalence and impact of trauma on students' learning and well-being. Rooted in principles of safety, trust, empowerment, and equity, TIP seeks to create inclusive learning environments that support all students, particularly those affected by trauma (Carello and Butler, 2015). As awareness of mental health and systemic inequities grows, educators across K–12 and higher education are increasingly adopting trauma-informed practices to foster resilience, engagement, and academic success (Anderson, Landy, and Sanchez, 2023).
Learning itself is inherently stressful. The process of acquiring new knowledge and skills places demands on working memory, attention, and emotional regulation. In any educational setting, it is essential to minimize the additional stress that educators may inadvertently introduce—whether through rigid policies, unclear expectations, or emotionally charged content. Trauma-aware teaching practices help reduce this added burden, fostering clarity, predictability, and emotional safety—conditions that support deeper engagement and improved academic performance (Willis, 2014; Evans et al., 2024).
Understanding Trauma-Informed Pedagogy
Trauma-informed pedagogy emerged from clinical and social work fields and has been adapted for educational contexts to address the complex needs of learners. According to Carello and Butler (2015), TIP involves integrating trauma awareness into curriculum design, classroom management, and institutional policies. It emphasizes:.
- Safety: Creating physical and emotional environments where students feel secure.
- Trustworthiness and Transparency: Building reliable relationships and clear expectations.
- Peer Support: Encouraging collaboration and mutual respect among students.
- Empowerment and Choice: Providing students with agency in their learning.
A common misconception about trauma-informed pedagogy is that it lowers academic standards or sacrifices rigor in favor of emotional support. However, research and expert consensus affirm that trauma-informed teaching can maintain—and even enhance—academic rigor by fostering environments of trust, safety, and empowerment (Gunderson et al., 2023; Davidson, 2024; Evans et al. 2024). When students feel supported and psychologically safe, they are more likely to take intellectual risks, engage deeply with challenging material, and persist through difficulty. Trauma-informed practices do not dilute expectations; rather, they create the conditions necessary for all students to meet high standards.
The Cognitive Science of Stress and Learning
Neuroscience research confirms that stress significantly affects learning and memory. The brain's stress response, mediated by the hypothalamic-pituitary-adrenal (HPA) axis, releases cortisol and other hormones that can impair the hippocampus (responsible for memory formation) and prefrontal cortex (responsible for executive function) when chronically elevated (California Learning Resource Network, 2025; Almarzouki, 2024).
While short-term stress may enhance alertness and focus, chronic stress disrupts working memory, attention, and decision-making. This can lead to difficulty encoding new information, retrieving stored memories, and maintaining cognitive flexibility (Willis, 2014; Hobson, 2018).
Cognitive Load Theory (Sweller, 1988) further supports TIP by emphasizing the need to reduce extraneous cognitive load—unnecessary mental effort caused by poor instructional design or environmental distractions. Trauma-informed strategies such as clear instructions, predictable routines, and emotionally safe environments help optimize cognitive load and improve learning outcomes (Evans et al., 2024).
Additional Higher Education Considerations
Trauma-informed pedagogy was originally adapted from trauma-informed care (TIC) practices in clinical fields such as social work, psychology, and public health. These principles—centered on safety, trust, empowerment, and cultural responsiveness—were first applied in educational settings through school-based mental health programs and later formalized in higher education scholarship, notably by Carello and Butler (2015). Thus, TIP did not originate exclusively in K–12 education, but has evolved across both sectors with distinct applications.
In higher education, TIP requires discipline-specific adaptations and institutional support. Thompson and Carello (2022) advocate for equity-centered frameworks that address the diverse experiences of college students, including those navigating systemic oppression, mental health challenges, and academic pressures. Faculty can implement TIP through:
Anderson, Landy, and Sanchez (2023) call for more empirical research in higher education to understand how TIP affects student outcomes, faculty practices, and institutional culture. They emphasize the need for trauma-informed approaches to be embedded not only in classrooms but also in policies, professional development, and campus-wide initiatives.
Implementing TIP in Practice
Classroom Strategies
Educators can apply TIP through various strategies, including flexible deadlines, trauma-sensitive language, and reflective assignments. Norrish and Brunzell (2023) identified common practices across trauma-informed programs, such as:
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Establishing Predictable Routines
Begin each class with a consistent opening activity, such as a warm-up question or mindfulness moment, to help students transition into learning. Post daily agendas and learning goals to reduce uncertainty and support executive functioning.
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Offering Emotional Check-ins
Use tools like mood meters, anonymous surveys, or brief journaling prompts to gauge students’ emotional states. These check-ins can inform instructional pacing and provide opportunities for connection and support.
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Providing Flexible Deadlines and Assignment Formats
Allow students to negotiate due dates or choose between different formats (e.g., written essay, video presentation, infographic) to demonstrate learning. This supports autonomy and accommodates diverse needs.
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Creating Trauma-sensitive Language and Feedback
Frame feedback in ways that emphasize growth and effort rather than deficit. Avoid language that may feel judgmental or triggering, and use inclusive, affirming communication.
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Incorporating Reflective and Metacognitive Practices
Invite students to reflect on their learning process, challenges, and strategies through journals, exit tickets, or portfolio reviews. These practices build self-awareness and resilience.
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Using Restorative Discipline Approaches
Instead of punitive measures, restorative discipline focuses on repairing harm and restoring relationships. This approach encourages accountability, empathy, and community-building. For example, if a conflict arises between students, a teacher might facilitate a restorative circle where each participant shares their perspective, listens actively, and collaborates on a resolution. This not only addresses the immediate issue but also strengthens trust and emotional safety in the classroom.
Online and Extended Learning Strategies
Trauma-informed pedagogy is just as essential in online settings as it is in physical classrooms. Virtual environments can introduce new stressors—such as technological barriers, social isolation, and uncertainty—but they also offer unique opportunities for flexibility and connection. The following strategies help foster safety, trust, and empowerment in online courses:
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Create a Personalized Welcome Video
Record a short welcome video at the start of the course to help establish instructor presence and fosters a sense of connection in the virtual environment. A welcome video allows students to see and hear their instructor, which can reduce anxiety, build trust, and humanize the online experience. It’s an opportunity to introduce yourself, share your teaching philosophy, outline course expectations, and express support for students’ well-being. This simple gesture can make students feel seen and valued, setting a positive tone from the outset.
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Consistent Course Navigation and Communication
Design your course with a predictable structure. Use a clear, consistent layout for modules, assignments, and resources. Begin each week or module with a brief overview and post regular announcements to keep students informed about expectations and upcoming activities.
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Accessible and Flexible Participation
Recognize that students may face varying circumstances outside the classroom. Offer multiple ways to participate consistent with your specified modality of instruction—such as asynchronous discussion boards, live sessions, or alternative assignments—and provide flexibility with deadlines when possible.
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Intentional Community Building
Create opportunities for students to connect with you and each other. Incorporate icebreakers, peer introductions, or collaborative projects. Use breakout rooms, Discussions, or Padlet to encourage interaction and peer support. Consider using a survey at the beginning of the semester to learn more about your students.
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Transparent Policies and Support Resources
Clearly outline course policies, grading criteria, and available support services. Include information about campus resources for mental health, academic support, and technology assistance. Make it easy for students to reach out if they need help.
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Mindful Use of Technology
Be aware of the cognitive load that online platforms can create. Limit the number of tools and platforms required, and provide tutorials or guides for any essential technology. All tools should be linked to from Canvas. Encourage students to set boundaries around screen time and self-care.
Challenges and Considerations
While TIP offers transformative potential, it also presents challenges. Puchner and Markowitz (2023) found that teachers often struggle with inconsistent implementation and lack of institutional support. Additionally, Liasidou (2024) highlights the need to integrate TIP with other inclusive education practices to address the diverse needs of all students—integrating multiple pedagogical paradigms successfully takes a significant amount of planning.
Educators must balance trauma responsiveness with academic rigor, ensuring that TIP does not lower expectations but rather enhances access and equity.
Mixed Efficacy of Content Warnings
One debated aspect of trauma-informed pedagogy is the use of content or "trigger" warnings. These alerts aim to prepare students for potentially distressing material and are intended to support emotional safety and autonomy. While some educators view them as aligned with TIP principles—particularly transparency and empowerment—research on their effectiveness is mixed (Carello & Butler, 2015).
Studies suggest that trigger warnings do not consistently reduce emotional distress and may, in some cases, heighten anticipatory anxiety. Critics argue that they can inadvertently reinforce avoidance behaviors or oversimplify complex trauma responses. Others caution that trigger warnings may reflect individualistic models of trauma that overlook systemic and collective harm (Anderson, Landy, & Sanchez, 2023).
Best practices recommend using content warnings as part of a broader trauma-informed strategy, including offering alternative assignments, fostering open dialogue, and maintaining academic rigor. Their use should be thoughtful, contextual, and responsive to student needs.
Reference
Almarzouki, A. F. (2024). Stress, working memory, and academic performance: A neuroscience perspective. Stress, 27(1), Article 2364333. https://doi.org/10.1080/10253890.2024.2364333
Anderson, R. K., Landy, M., and Sanchez, V. (2023). Trauma-informed pedagogy in higher education: Considerations for the future of research and practice. Journal of Trauma Studies in Education, 2(2), 125–140. https://journals.library.appstate.edu/index.php/JTSE/article/view/212
California Learning Resource Network. (2025, July 2). How does stress affect learning? https://www.clrn.org/how-does-stress-affect-learning/
Carello, J., and Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262–278. https://doi.org/10.1080/08841233.2015.1030059
Davidson, S. (2024). Trauma and resilience-informed practices for postsecondary education: A guide. Education Northwest. https://educationnorthwest.org/sites/default/files/pdf/trauma-resilience-informed-practices-508c.pdf
Evans, P., Vansteenkiste, M., Parker, P., Kingsford‐Smith, A., and Zhou, S. (2024). Cognitive load theory and its relationships with motivation: A self‐determination theory perspective. Educational Psychology Review, 36, Article 7. https://doi.org/10.1007/s10648-023-09841-2
Gunderson, R. L., Mrozla-Toscano, C. F., and Mao, D. M. (2023). An instructor’s guide for implementing trauma-informed pedagogy in higher education. Journal of Faculty Development, 37(2), 80–86. https://eric.ed.gov/?id=EJ1458898
Hobson, N. (2018, April 2). Why your brain on stress fails to learn properly. Psychology Today. https://www.psychologytoday.com/us/blog/ritual-and-the-brain/201804/why-your-brain-stress-fails-learn-properly
Liasidou, A. (2024). Inclusive education as a trauma-responsive practice: Research-based considerations and implications. International Journal of Inclusive Education, 28(11), 2411–2423. https://doi.org/10.1080/13603116.2022.2107720
Norrish, J., and Brunzell, T. (2023). How is trauma-informed education implemented within classrooms? A synthesis of trauma-informed education programs. Australian Journal of Teacher Education, 48(3), Article 6. https://doi.org/10.14221/1835-517X.6159
Puchner, L. D., and Markowitz, L. J. (2023). Elementary teachers’ experiences with trauma-informed practice. International Electronic Journal of Elementary Education, 15(4), 321–332. https://doi.org/10.26822/iejee.2023.303
Schepers, O. C., Brennan, M., and Bernhardt, P. E. (Eds.). (2025). Developing trauma-informed teachers: Intentional partnerships to create classrooms that foster equity, resiliency, and asset-based approaches. Emerald/Information Age Publishing.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
Thompson, P., and Carello, J. (2022). Trauma-informed pedagogies: A guide for responding to crisis and inequality in higher education. Springer. https://doi.org/10.1007/978-3-030-92705-9
Written by David Giovagnoli Assistant Director for Scholarly Teaching and Learning, Center for Integrated Professional Development, Last Updated 10/24/25