Trauma-Informed Approaches to Teaching Students with Marginalized Identities During Times of Crisis

Abstract

The COVID-19 pandemic emphasized disparities faced by marginalized students. Faculty have little empirical guidance teaching during a global pandemic. This chapter provides a reflexive and empirical examination of student and faculty experiences during the beginning of COVID-19 pandemic, with an emphasis on narratives of students who are Black, Indigenous, and people of color (BIPOC) and/or disabled. Situated within trauma-informed pedagogy, the authors describe their experiences with teaching and learning during the pandemic and share student narratives on the experience of marginalization and its intersections with learning during COVID-19. Trauma-informed pedagogy and teaching during the crisis are integrated within trickle-up social justice and complex hope to inform teaching across higher education in transformative and meaningful ways during and beyond the COVID-19 pandemic.