This book centers equity in the approach to trauma-informed practice and provides the first evidence-based guide to trauma-informed teaching and learning in higher education. The book is divided into four main parts. Part I grounds the collection in an equity approach to trauma-informed care and illustrates one or more trauma-informed principles in practice. Chapters in Part II describe trauma-informed approaches to teaching in specific disciplines. In Part III, chapters demonstrate trauma-informed approaches to teaching specific populations. Part IV focuses on instruments and strategies for assessment at the institutional, organizational, departmental, class, and employee levels. The book also includes a substantial appendix with more than a dozen evidence-based and field-tested tools to support college educators on their trauma-informed teaching journey.
Phyllis Thompson is Associate Professor and Director of Women’s, Gender, and Sexuality Studies at East Tennessee State University, USA. Thompson co-edited Lessons from the Pandemic: Trauma-Informed Approaches to College, Crisis, Change and publishes on women’s medicinal recipe books.
Janice Carello is Assistant Professor and MSW Program Director at Edinboro University, USA. She co-edited Lessons from the Pandemic and Trauma and Human Rights and publishes trauma-informed teaching and learning resources on her blog: traumainformedteaching.blog.
“Carello and Thompson have created a much-needed reference describing trauma-informed care for everyone working in higher education. Anyone who serves as faculty, administrators, or staff in academic settings must understand what this means for the ways in which they teach and interact with their students.” —Sandra L. Bloom
, Associate Professor, Health Management and Policy, Drexel University, USA
“This book is nothing short of a miracle for higher education professionals who are eager to answer the call for trauma-informed change in a tumultuous world. It provides thoughtful, evidence-based approaches to light the path ahead, addressing the seismic shift in college student demographics, the knowledge gained from two decades of scientific studies into adversity and brain development, and the urgent need for inclusion and equity in higher education. As a whole, this book is simply indispensable.”
—Karen Oehme, Director, Student Resilience Project, Florida State University, USA, and Chairperson, Academic Resilience Consortium (ARC)