Educators’ Perceptions of Trauma in Higher Education
Perceptions of trauma held by educators in a higher education setting
Sarah M. Kipp, PhD and Kelly Vogel, MA
Our research study was designed to explore the perceptions held by educators in a higher education setting with regard to four areas:
their conceptions of trauma;
the prevalence of trauma in their student population;
their responsibility as educators to create trauma-sensitive environments;
and their needs as educators to address the impact of trauma on learning.
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Perceptions of trauma and learning in a higher education setting. The survey had four areas of focus (conceptions of trauma, prevalence, responsibility, and needs). Twenty-one participants from one Massachusetts college completed the survey anonymously, and responses were collected electronically for review and analysis by the research team. The research team used a structured tabular approach for conducting a thematic analysis of participants’ responses. After conducting multiple rounds of individual coding, members of the research team met to identify notable higher-level themes, findings, and selected quotes from participant responses.
The first finding referenced what educators perceive and associate with a trauma response. Participants referenced students’ experiences of anxiety; issues with focus and concentration; depression; self-doubt; emotional triggers; sleep disturbance; and perfectionism. Participants also reported disruption to academic performance and referenced issues with attendance; participation; dropping out; turning in work late; inability to connect with material; and difficulty participating. The second finding of the study suggested that although educators feel a responsibility to respond to students who have experienced trauma, the toll that providing support takes is notable. Participants referenced their own experience of feeling “overwhelmed,” “exhausted,” and “helpless.” The third finding indicated that many educators do not feel at all prepared or for working with students who have experienced trauma. Those who felt somewhat or well-prepared often credited their own personal experiences/lived experiences with trauma as contributing to their sense of preparedness. Participants did not report having had formal training in creating trauma-sensitive learning environments.
These findings provide important insights when advocating for and creating trauma-sensitive learning environments within higher education. The results of this research also inform what potential challenges may need to be addressed before initiating and implementing changes within a higher education setting. The findings from this study may be used to enhance training designed to support educators in embracing trauma-informed approaches to learning. This research study also has the potential to make more visible the role that educators play in students’ success in higher education settings when students are navigating their experiences of trauma.
