Trauma-Informed Teaching: A Primer

Shared Decision-Making

• • • Involve students in decisions related to the course, such as selecting topics for projects, choosing assessment methods, or suggesting changes to the syllabus. This promotes a sense of agency and mutual respect between the professor and students.
    • Engage students in discussions about classroom norms and expectations. Allow them to contribute ideas and collectively establish guidelines for respectful communication. This creates a collaborative and mutually agreed-upon learning environment.

Collaborative Problem-Solving Activities

• • • Integrate problem-solving scenarios that require teamwork into the curriculum. For instance, assign a complex case study and challenge students to collaborate on potential solutions.
    • Assign groups of students to research and lead a class workshop on a specific topic related to the course. This collaborative approach not only provides an opportunity for shared learning but also allows students to contribute to the teaching process.

Be Aware of your Physical and Verbal Presence

• • • Get on your students’ eye level and approach from the front to balance power instead of leaning over or approaching from behind.
    • Model self-regulation (e.g., “We’re having a tense moment, and I can feel my heart rate increasing. I’m going to pause and take a deep breath. You are welcome to do the same.”)
    • Match your vocal tone and volume to suit the activity.

Incorporate Personal Narratives

• • • Encourage students to share personal experiences related to course content and allow them to connect their own stories to the material. This strategy provides a platform for individual voices and fosters a sense of empowerment and validation in the learning process.
    • Introduce reflective journal assignments where students can express their thoughts on the course material, their learning process, and its impact on their lives. This provides an additional platform for individual voices and fosters empowerment through self-expression.

Collaborative Problem-Solving Activities

• • • Integrate problem-solving scenarios that require teamwork into the curriculum. For instance, assign a complex case study and challenge students to collaborate on potential solutions.
    • Assign groups of students to research and lead a class workshop on a specific topic related to the course. This collaborative approach not only provides an opportunity for shared learning but also allows students to contribute to the teaching process.

Embed Self- and Peer-Led Feedback Opportunities

• • • Explicitly teach students how to give quality feedback on their own work as well as their classmates’ work.
    • Start with low-stakes practice on example assignments until students have developed comfort and trust.

Prompt Strategies and Choices

• • • Remind students of available support and strategies when they might not be at their best (e.g., “Remember you can…,” “Last time, ____ seemed to work for you,” “What has worked for you in similar situations in the past? What hasn’t?”).
    • Provide choices for assignment format, work location, or the way students receive content to promote student autonomy and a sense of mutual power-sharing.

Inclusive Course Materials and Experiences

• • • Ensure that course materials represent diverse perspectives, experiences, and identities. Include readings, case studies, and examples that address issues related to privilege and oppression. This will foster awareness and understanding.
    • Invite guest speakers from diverse backgrounds to share their experiences and insights. This exposes students to a range of perspectives and promotes an understanding of different forms of privilege and oppression.
    • Engage students in community-based projects that address social justice issues. This could involve partnerships with local organizations that would allow students to apply their learning to real-world situations and promote a sense of social responsibility.

Intersectional Analysis in Assignments

• • • Encourage students to apply an intersectional analysis in assignments by considering how various aspects of identity, such as race, gender, and socioeconomic status, intersect and impact individuals differently. This approach deepens their understanding of privilege and oppression.
    • Incorporate assignments where students critically analyze media content for biases, stereotypes, and representations of privilege and oppression. This develops media literacy skills and promotes awareness of the impact of media on societal perceptions.
    • Assign self-reflection activities where students critically examine their own experiences, biases, and privileges.

Focus on Strengths- and Effort-Based Feedback

• • • When providing feedback on assignments, focus on highlighting students’ strengths and areas of improvement instead of emphasizing shortcomings. Frame suggestions for growth in a positive and constructive manner.
    • Provide feedback that acknowledges and praises students’ effort, perseverance, and dedication. Emphasizing the value of hard work in the learning process will reinforce a positive connection between effort and achievement.
    • Acknowledge and celebrate individual and collective achievements throughout the semester. Recognize milestones, both academic and personal, to reinforce a positive and supportive learning environment.

Encourage Future-Oriented Thinking

• • • Incorporate goal-setting exercises at the beginning of the semester and revisit them periodically. Promote a sense of purpose and direction by encouraging students to set realistic academic and personal goals.
    • Engage students in discussions about the concept of a growth mindset. Foster a positive attitude towards overcoming obstacles by encouraging them to view challenges as opportunities for learning and development.