Leaders in this Work of Trauma-Informed Colleges and Universities

Does Trauma Informed Exist in Higher Education? Yes, but the movement is very young at this point. The good news is that as pioneer, you can make a significant contribution not only to your home community but to the field! This section will regularly get updated as we learn of more individuals, campuses, and communities formally attending to trauma and resilience informed practices in higher education. If you or your higher education organization are not on this list, please reach out to Dr. Tietjen so she can add your name/organization, contact information, and description. [email protected] The National Council of State Education Associations (NCSEA)* characterized trauma in elementary and secondary schools as “epidemic,” and trauma informed pedagogy k-12 has been widely established in response. However, the nexus between trauma and higher education has only recently been the focus of postsecondary research and practice, pointing to a need for developing trauma aware and informed educational practices. Consistent with national data on trauma in the general population, there are students on every college campus who bring with them histories of trauma, who may experience traumatic or potentially traumatic events (PTE) while in college, and who struggle with adversity including basic needs insecurity while enrolled. Further, some identity categories are at higher risk for trauma exposure including students who are BIPOC, individuals from the SGM community, veterans, individuals with disabilities, students with insecure documentation status, individuals involved with foster care, and students who are first generation. Community college student demographics account for a higher percentage of individuals in one or more of these categories, putting them at higher risk for trauma exposure as well as basic needs insecurities such as housing and food. Research clearly demonstrates that trauma adversely impacts skills of cognition (especially prefrontal cortex higher order executive functioning), self-regulation, and interpersonal functioning, all domains needed for positive academic outcomes. Research is equally clear that trauma informed practices build resilience, improve functioning, and increase the likelihood of positive outcomes. The National Academies of Sciences, Engineering, and Medicine’s Mental Health, Substance Use, and Well-Being in Higher Education: Supporting the Whole Student, 2020 concludes that: As campuses build trauma-informed services or adopt trauma-informed practices, it is important to remember how students might encounter different kinds of trauma. In addition to the groups previously mentioned as having a higher likelihood of trauma exposure, international students, students without documentation, and veterans may have exposure to distinct types of trauma based on their background. Colleges and universities can expand the use of a trauma-informed lens beyond programs and services for students, with trauma-informed approaches involving vigilance in anticipating and avoiding institutional practices and processes that are likely to re-traumatize individuals. *Link to 2019 report: Addressing the Epidemic of Trauma in the Schools https://www.nea.org/sites/default/files/2020-09/Addressing%20the%20Epidemic%20of%20Trauma%20in%20Schools%20-%20NCSEA%20and%20NEA%20Report.pdf