An Exploration of Trauma-inclusive Pedagogy and Students’ Perceptions of Academic Success

Authors

R. Jason Lynch, Appalachian State UniversityFollow
Krista Wojdak, Appalachian State university

ORCID IDs

Lynch 0000-0002-1694-1302

Wojdak 0000-0002-7308-2540

Date of this Version

Fall 2023

Document Type

Article

Citation

To Improve the Academy: A Journal of Educational Development (2023) 42(2): 6

doi: 10.3998/tia.2634

Comments

License: CC BY-NC-ND

Abstract

While trauma-inclusive approaches to student learning have been well documented in K–12 contexts, postsecondary education has done little to incorporate trauma-inclusive pedagogy into college classrooms. Using a sample (n = 529) of graduate and undergraduate students at a public rural-serving regional serving university, this study aims to explore differences in students’ perception of academic success in courses where trauma-inclusive practices were used and courses where these practices were not. Findings provide evidence that students felt more successful in courses where trauma-inclusive practices were used. Additionally, researchers were able to demonstrate that differences in perceptions of success were more pronounced between students who have been exposed to traumatic life experiences, particularly in the course where participants felt the least successful. Implications for future research, practice, and models of educational development are discussed.