The experience of trauma impacts learning at all stages of education, and can be particularly problematic at the post-secondary level and for people from equity-deserving groups (e.g., racialized, minoritized, 2SLGBTQ+, women, Indigenous People) [1], [2], [3]. Within post-secondary institutions, these equity-deserving groups are already marginalized and at risk for poorer learning outcomes [4], [5], [6]. Several occurrences in recent years including the COVID-19 pandemic, the Truth and Reconciliation Commission of Canada’s calls to action7, and the Black Lives Matter demonstrations [8] have led to the experience of mass trauma that is still being felt, thereby adding additional complexity [9]. Many forms of trauma can manifest within post-secondary classrooms and among learners in a variety of ways including high absenteeism, difficulty focusing, difficulty retaining and recalling information, poorer academic performance, severe anxiety, stress regarding academic performance, and potentially dropping out [3], [9], [10], [11]. Implementing trauma-informed pedagogical practices could contribute to learning by cultivating safe and equitable learning spaces that support a range of needs and potentially lead to better academic outcomes [3], [9], [11]. Many post-secondary educators, however, are not aware of how to identify or best address trauma due in part to limited knowledge, research, and resources [2], [3].

Workshop Organisers: Sandra VanderKaay, Amelia Wilson

Published in: Canada International Conference on Education, 2024

• Date of Conference: 23-25 July, 2024
• DOI: 10.20533/CICE.2024.0001
• Electronic ISBN: 978-1-913572-65-5
• Conference Location: Toronto Metropolitan University, Toronto, Canada