Trauma-Informed Teaching and Learning (TITL) Aids Student Resilience

TITL Pedagogy

Instructors seeking more ways to support and encourage veterans may want to add Trauma Informed Teaching and Learning (TITL) practice to their classroom toolkit. TITL originates from trauma informed care that seeks to understand the ways in which “violence, victimization, and other traumatic experiences may have impacted the lives of individuals involved and to apply that understanding to the design of systems and provision of services so they accommodate trauma survivor’s needs and are consonant with healing and recovery” (Harris and Fallot 2001). Janice Carello adapted this concept for teaching and describes TITL as a learner centered framework that reduces obstacles in the system which enables students to employ their strengths, shifting the power from the instructor as expert to the instructor as facilitator (Carello and Butler, 2015).

Student Resilience

Students’ healing and recovery is the aim of TITL and is reflected in the culminating principle titled “resilience, growth and change.” While TITL is good for veterans, it is beneficial for all students, much like universal design that was initially used for those with physical limitations now serves to make products and environments more accessible and enjoyable for all users. A trauma informed approach recognizes that students from all walks of life enter the learning environment with a range of individual strengths. Students also bring life histories that contain unresolved traumatic experiences and mental health challenges that become barriers to success when that stress inhibits learning, executive functions, and self-regulation. Given that statistics show that 66-94 percent of college students report exposure to one or more traumatic events, with 9-12 percent of freshmen meeting the criteria of post-traumatic stress disorder, instructors should assume that some of their students are at risk (Carello and Butler, 2013).

Resilience-building approaches like TITL foster a safe and stable environment that nurtures students’ strengths so that they can recover the mental bandwidth they need to meet the requirements of school. Institutions are increasingly recognizing the role that resilience plays in students’ success and have made resilience-building a priority. These include Florida State University’s Student Resilience Project, MassBay Community College’s Institute for Trauma, Adversity and Resilience in Higher Education, and the Academic Resilience Consortium comprised of academic leaders from across the country.

Practical Tips for Instructors

The Trauma-Informed Teaching and Learning practice includes the following seven principles and practices that instructors can use in their classrooms:

1. Physical, Emotional, Social, and Academic Safety. In this principle, efforts are made to create an atmosphere that is respectful of the need for safety and respect, and acceptance for both individual and group interactions, including feeling safe to make and learn from mistakes. For example, instructors can ask students during class what they may find difficult to discuss and then listen empathetically. Also, providing practice and low stakes assignments models a growth mindset signaling that it’s okay not to get the assignment right the first time.
2. Trustworthiness and Transparency. Trust and transparency are enhanced by making expectations clear, ensuring consistency in practice, maintaining appropriate boundaries, and minimizing disappointment. For example, create class routines and rituals like break times or five minutes of free writing related to course concepts at the end of the class period that students can look forward to doing.
3. Support and Connection. Individuals and groups are connected with appropriate peer and professional resources to help them succeed academically, personally, and professionally. Be sure to include the referral information in your syllabus and invite representatives of these offices to create a 30-second introduction video to post to your LMS or speak briefly in class.
4. Collaboration and Mutuality. Create opportunities for students to provide input, share power, and make decisions. This includes adding student-led discussions and using student feedback to inform and revise your current and future classes. Rather than wait until you receive your end-of-semester student evaluation, intentionally check-in with students before the midterm and implement one suggestion during the second half of the semester.
5. Empowerment, Voice, and Choice. Individuals and groups are empowered to make choices and to develop confidence and competence. Set milestones and goals for each class session and then invite students to choose their own short break times during class.
6. Cultural, Historical, and Gender Contexts (renamed Social Justice). Individuals and groups strive to be aware of and responsive to forms of privilege and oppression in order to respect one another’s diverse experiences and identities. Acknowledge that each student might be going through something different and provide compassion for the range of experiences and struggles.
7. Resilience, Growth, and Change. Strengths and resilience are emphasized over deficiencies and pathology. Feedback is provided to convey optimism and to facilitate growth and change. For example, instructors can practice compassion by conveying warmth and support in your communications with students. Point out what was done well in class and with assignments.

For syllabus examples, recent research and self-assessments for educators, programs and departments, visit Carello’s site.