Is Your Syllabus Trauma Informed? An Application of Equity-Centered Trauma-Informed Education in Teacher Education

Abstract

Recognizing the limitations of existing trauma-informed education approaches, this research emphasized the need to address systemic issues and societal inequalities. The study documents a transformative process undertaken by the author in the Spring semester of 2023, involving a meticulous reevaluation and rewriting of course policies using Shevrin Venet's (2021) four proactive priority questions. The article explores student perceptions of the equity-centered trauma-informed education through surveys conducted at the beginning and end of the semester, revealing positive shifts in student attitudes towards the implementation of the four priorities. The findings suggest that a thoughtfully crafted and trauma-informed syllabus can contribute to a positive learning environment, emphasizing predictability, flexibility, empowerment, and connection. Through this inquiry, the article contributes to the ongoing discourse on bridging the gap between theoretical frameworks and practical application in trauma-informed pedagogy within teacher education.

Department(s)

School of Teaching, Learning and Developmental Science

Document Type

Article

DOI

10.70085/jtse.v3i2.6436

Keywords

Equity-Centered Trauma Informed Education, Student Centered Syllabus, Teacher Education, Trauma Informed Teacher Education

Publication Date

9-1-2024

Journal Title

Journal of Trauma Studies in Education

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