“Trauma results from exposure to an incident or series of events that are emotionally disturbing or life-threatening with lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, and/or spiritual well-being.
Experiences that may be traumatic include:
Excerpted from and read more: “What is Trauma?,” Center for Health Care Strategies
In the largest study of a univerity population conducted at the University of michigan in 2018, found that 57% of students felt “overwhelming anxiety” over the past year; 39% reported feeling too depressed to function. 10% reported suicidal ideation over the past year.
Read more: 2018 National Colege Health Assessment
Keywords: trauma, adverse childhood experiences (ACEs), post-traumatic growth (PTG)
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“Teaching about trauma is essential to comprehending and confronting the human experience, but to honor the humanity and dignity of both trauma’s victims and those who are learning about them, education must proceed with compassion and responsibility toward both…
A trauma-informed approach to pedagogy—one that recognizes these risks and prioritizes student emotional safety in learning—is essential, particularly in classes in which trauma theories or traumatic experiences are taught or disclosed.”
Keywords: retraumatization, secondary traumatization, witness
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We offer the following three pillars of trauma-informed practice. Please note that these approaches are not mutually exclusive.
“A healing centered approach is holistic involving culture, spirituality, civic action and collective healing. A healing-centered approach views trauma not simply as an individual isolated experience, but rather highlights the ways in which trauma and healing are experienced collectively…
While trauma-informed care offers an important lens to support young people who have been harmed and emotionally injured, it also has its limitations… The term “trauma informed care” didn’t encompass the totality of [one’s] experience and focused only on [one’s] harm, injury and trauma.”
Keywords: Ubuntu, salutogenic approach
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“It was now 17 years ago that Gloria Ladson-Billings (1995) published the landmark article Toward a Theory of Culturally Relevant Pedagogy (CRP)… The term culturally sustaining requires that [instructors] support young people in sustaining the cultural and linguistic competence of their communities while simultaneously offering access to dominant cultural competence…”(citation?)
Keywords: Resource pedagogies, repertoires of practice
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“Course seats are likely to be filled by students who face any one of many possible learning challenges, including learning disabilities, English language barriers, emotional challenges, low motivation/engagement, physical disabilities, and sensory disabilities… Of students identified as “at risk,” 75% continued from secondary to postsecondary education (Hayward, 2000; Horn & Berktold, 1999).”
Keywords: multiple means of representation, multiple means of engagement, multiple means of action
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Racialized trauma:Brown, A. M. (2017). Emergent Strategy: Shaping Change, Changing Worlds. Print.
Fitzgerald, A. (2020). Antiracism and Universal Design for Learning: Building Expressways to Success. Print. |
Ginwright, S. (2016). Hope and Healing in Urban Education: How Activists and
Teachers Are Reclaiming Matters of the Heart. Print. |
Hooks, b. (2001). All About Love: New Visions. Healing: Redemptive Love. Print. |
Kelley, R. D. (2002). Freedom Dreams: The Black Radical Imagination. “When History
Sleeps”. Print. |
Menakem, R. (2017). My Grandmother’s Hands: Racialized Trauma and the Pathway to
Mending Our Hearts and Bodies. Print. |
Tobin, T. J. and Behling, K. T. (2018) Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. Print. |
Additional Resources:Return to Inclusive and Equitable Teaching Landing Page Previous page: Anti-Racism Teaching Resources |