Trauma-informed pedagogical practice at QUT: Considerations for the education and support of students living with adversity, the impacts of trauma, and/or mental health concerns

Given the impacts of the pandemic, natural disasters, and the growing incidence of trauma, domestic violence, and mental-health concerns across Australia, it is timely for higher education to consider trauma-informed education to address learning and wellbeing needs of all students facing adversity. Neuroscience explains that trauma or adversity can interfere with student learning processes, engagement, and therefore, retention. Trauma-informed principles allow educators to teach in an informed, effective, and socially just manner.

To date, trauma-informed education has focussed on schooling, resulting in principles to guide pedagogical practice. A substantial suite of units and courses have been delivered by the Faculty of Creative Industries, Education and Social Justice, that have boosted trauma-informed capacities of educators in Australian schools and early childhood programs. Adapting principles and practices for higher education would support academics to protect and enhance student wellbeing and achievement.

Chief Investigators

Other Team Members

Associate Professor Rebecca Spooner Lane
Associate Professor Nerida Spina
Associate Professor Jodi Death