Implementing Trauma-Informed Care in Higher Education
Bridging Research to the Classroom
DOI:
https://doi.org/10.18060/28683Keywords:
Trauma-informed care, higher education, trauma, faculty development, community engagement, organizational well-beingAbstract
This paper builds upon insights from the workshop, “From Campus to Community: Implementing Trauma-Informed Care in Higher Education,” presented at the 2024 Coalition of Urban and Metropolitan Universities (CUMU) conference. The workshop introduced participants to trauma-informed care principles and their application in higher education, forming the foundation of the framework explored in this manuscript. Grounded in SAMHSA’s Six Guiding Principles, this paper synthesizes relevant research, highlights actionable strategies, and offers practical applications to bridge theory and practice. The discussion emphasizes the importance of creating supportive classroom environments through techniques such as consistent routines, peer support, and culturally responsive teaching. Faculty development programs, including the Trauma-Informed Higher Education Certification, are presented as tools to equip educators with the skills to implement these practices effectively while advocating for systemic institutional changes. The role of institutional leadership, particularly the emergence of Chief Wellbeing Officers, is examined as a key factor in embedding trauma-informed care into policies and organizational culture. Additionally, the paper highlights the connection between trauma-informed approaches and community engagement, demonstrating how initiatives align with regional well-being and equity goals. By integrating these practices, the manuscript underscores the transformative potential of trauma-informed care to foster resilience, inclusivity, and academic success. It concludes by calling for continued research and strategic implementation to create supportive environments where all members of the academic community can thrive.
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