Thank you to all who joined us for this great workshop facilitated by Dr. Jeanie Tietjen! If you were not able to attend this session or if you would like to review the presentation, please use your eRaider credentials to watch a recording. 

Trauma-Informed Higher Education: Rationale, History, Current Practices

Occurred on Friday, September 29th | 11:00 - 12:00 PM

This presentation introduces the rationale for trauma-informed practices in higher education based on national data on trauma and adversity in our communities. Trauma-informed education does not diagnose individuals as in a therapeutic or clinical context, but rather develops intentional awareness of the personal and systemic violence already present in the lives of campus members, and how these adversely affect teaching and learning. Trauma-informed education emerges from neurobiological research and findings on the power of resilience behaviors and interventions to build progressive, positive outcomes.

Use your eRaider credentials to access the recording of this session

Additional Resources:

“Armstrong, Martin. "Number of forcibly displaced people worldwide from 2000 to 2021." Statista. May 22, 2023. https://www.statista.com/chart/18423/forcibly-displaced-worldwide-timeline/.”

Brogden, L., & E. Gregory, D. (2019). Resilience in community college students with adverse childhood experiences. Community College Journal of Research and Practice, 43(2), 94-108.

Davidson, S. (2017). Trauma-informed practices for postsecondary education: A guide. Education Northwest.   https://educationnorthwest.org/sites/default/files/resources/trauma-informed-practices-postsecondary-508.pdf

Eisenberg, E., S. Goldrick-Rab, S.K. Lipson, K. Broton (2016). Too Distressed to Learn: Mental Health Among Community College Students. Wisconsin Hope Lab, Healthy Minds Network at University of Michigan, Association of Community Colleges Trustees, and Single Stop. 

Fast Facts 2022.  American Association of Community College. https://www.aacc.nche.edu/research-trends/fast-facts/ 

Flaherty, C (2023).  “Students Expect Professors to Help Ease Their Stress, Mental Health Struggles.” Inside Higher Ed.  2 June 2023. https://www.insidehighered.com/news/student-success/health-wellness/2023/06/02/are-professors-responsible-easing-student-stress 

Horsman, J. (2000). Too Scared to Learn: Women, Violence, and Education. New Jersey: Lawrence Erlbaum Associates, Publishers. 

O'Connor, C., Finkbiner, C., & Watson, L. (2012). Adverse Childhood Experiences in Wisconsin: Findings from the 2010 Behavioral Risk Factor Survey. Madison,WI: Wisconsin Children's Trust Fund and Child Abuse Prevention Fund of Children's Hospital& Health System.

Perry, B. D. (2006). Fear and learning: Trauma-related factors in the adult education process. New Directions for Adult and Continuing Education, 110, 21. https://onlinelibrary.wiley.com/doi/10.1002/ace.215

Thompson, P. and J. Carello (2022).  Trauma-Informed Pedagogies: A Guide for Responding to Crises and Inequality in Higher Education.

Verschelden, C (2000). Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization. Sterling, VA:, Stylus.

Zhou, Eisenberg, et al. (2022). College student mental health: current trends and implications for higher education. Research Handbook on Society and Mental Health. https://www.google.com/url?q=https://doi.org/10.4337/9781800378483.00024&sa=D&source=editors&ust=1690306785418403&usg=AOvVaw0O4PAKtL4yIdT7gz_AyGub 

Learn more about Dr. Jeanie Tietjen

MassBay's Institute for Trauma, Adversity, and Resilience in Higher Education

Trauma-Informed Practices for
Postsecondary Education: A Guide