Chapter 14: Developing National Guidelines for Trauma-aware Higher Education in Australia

Recent studies have identified the impact of trauma and adversity on engagement, retention, and success of students and staff in higher education in Australia. It is becoming increasingly clear that higher education institutions need to adequately address the diverse needs of both adult learners and their educators who may be facing adversity. Trauma-aware pedagogy and practice in higher education is an emerging field that acknowledges the potential effects of past or current adversity and seeks to understand and mitigate the impacts of trauma on overall well-being, learning engagement, academic achievement, productivity, and retention. However, there are no clear guidelines for how a trauma-aware approach could be implemented within the higher education sector in Australia. This research addresses this critical gap in the existing support structures within higher education institutions. Through a two-phase, iterative research design, six guidelines for higher education were developed: (1) provide education and training for all staff in knowledge and recognition of trauma and trauma-aware practices, (2) create safe, supportive, and inclusive learning environments for all staff and students, (3) support well-being, (4) incorporate a trauma-aware approach through relevant policies and procedures, (5) incorporate a trauma-aware approach to curriculum design and delivery, and (6) acknowledge structural inequities and cultural, historical, and gender issues. By developing comprehensive, evidence-informed guidelines, this project can assist institutions to provide targeted support to students and staff and to work towards cultivating educational spaces that centre well-being, justice, and inclusion.