Creating Trauma-Informed Higher Education Classrooms: Exploring Undergraduate and Graduate Student Perceptions

Autor/in	Wells, Tommy
Titel	Creating Trauma-Informed Higher Education Classrooms: Exploring Undergraduate and Graduate Student Perceptions
Quelle	In: Journal of Effective Teaching in Higher Education, 6 (2023) 1, S.97-111 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Undergraduate Students; Trauma Informed Approach; Classroom Environment; Student Attitudes; Educational Practices; Student Needs; Educational Attainment; College Faculty + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Schülerverhalten; Bildungspraxis; Bildungsabschluss; Bildungsgut; Fakultät
Abstract	Colleges and universities may desire to become more trauma-informed in light of our growing understanding of the impact that trauma can have on student outcomes. However, there has been little research on what strategies and practices colleges and universities should implement to become more trauma-informed. One approach to this work could be to start in the college classroom to determine which trauma-informed strategies and practices are most beneficial to students with an understanding that undergraduate and graduate students may have different needs. In this study, I surveyed 60 School of Education students, including both undergraduate and graduate students, to evaluate their perceptions of the importance of specific trauma-informed strategies and practices in the classroom, as well as their perceptions of how trauma-informed the host university is overall. Both undergraduate and graduate students believed the host university is moderately trauma-informed. However, there was a perceived significant difference between undergraduate and graduate students as to how important specific trauma-informed classroom strategies and practices were. I discuss the importance of faculty reflecting on various trauma-informed strategies and practices they could implement in the classroom. (As Provided).
Anmerkungen	Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01