22 Nov 2024

This blog explores some of the foundations of trauma-informed pedagogies. What does this mean and how do we include this in our teaching practice?

Clouds

My journey as an educator has been shaped by my own encounters with vulnerability.   It was whilst working through research projects on post pandemic student stressors and retention that it became apparent that I was also witnessing the quiet resilience of students steering their creative paths amidst their own personal challenges. These moments have taught me that kindness and flexibility aren’t just nice additions to pedagogy; they are essential. This blog carves a way through some of the core discussions around trauma informed pedagogies and compassion in the teaching space. It offers a starting point to conversations that, I feel, truly need more space and a louder voice (1138 words/7 minutes)

Understanding Trauma-Informed Pedagogy

Trauma could stem from a range of experiences: bereavement, abuse, caring responsibilities, financial difficulties, mental health struggles, systemic oppression, or even the pressures of a fast-paced, high-stakes world, juggling coursework, jobs and multiple assessments. When we observe the wide range of pressures students are under in an increasingly demanding world, we can see that trauma is carried through many students lives. Trauma-informed teaching addresses the effects of collective crises (pandemics and climate issues, for example) and personal trauma histories (racial, intergenerational, and childhood trauma, for example). It seeks to acknowledge that institutions should strive for policies that prioritise safety, agency, equity, and healing. Trauma-informed pedagogy acknowledges that students bring their whole selves to the classroom, including their traumas.

In creative education, this reality is amplified. Students are often asked to draw from personal experiences to create, critique, and perform. Without a trauma-informed approach, this can inadvertently expose emotional wounds and reinforce inequities. But when approached with care , creative classrooms can become places of profound healing and empowerment.

 Defining the Terminology 

‘Compassionate pedagogy’ focuses on cultivating a learning environment that recognises and addresses distress or disadvantages faced by students and staff, actively working to eliminate barriers that hinder effective learning. Compassionate teaching benefits all students, regardless of their prior experiences, by fostering environments that support emotional wellbeing, creativity, and a sense of belonging. By shifting the focus from trauma-specific interventions to universal pedagogical strategies, we can build a learning culture where every student thrives.

Teaching with compassion means recognising the humanity in both students and educators. It’s not just about tackling academic challenges; it’s about addressing the emotional and relational sides of learning too. Gilbert explores compassion as a way of taking action to ease someone else’s distress. In education, this translates to creating classrooms where respect, equity, and support take centre stage. Why does this matter? Because emotions and learning go hand in hand. Our feelings play a huge role in how we think and process information, which is why compassion is such a game-changer in making education truly effective. When we prioritise kindness and understanding, we create a space where everyone has the chance to thrive.

Equity involves fairness and justice, setting it apart from equality. While equality ensures everyone receives the same resources or opportunities, equity acknowledges that individuals begin from different circumstances and necessitates addressing those disparities to achieve balance. Recognising that all students come from diverse backgrounds with varying needs, we can strive for an equitable  learning environment and involves revisiting assessment practices and pedagogies to reduce systemic inequities.  Encouraging student agency through collaborative learning, flexible assessments, and co-created curricula fosters intrinsic motivation and confidence.

Putting this into practice

Inclusive Assessment Practices:

Assessment methods in art and design can unintentionally perpetuate stress and inequity.   By focusing on process rather than outcome, such systems enable students to develop resilience and confidence. However, through our teaching roles, we can seek to recognise the unique needs of individuals, ensuring accommodations are equitable rather than uniformly applied. Some questions you could ask yourself; are you asking students to juggle multiple deadlines across multiple units? Are you offering inclusive assessment submissions such as audio equivalents to written responses? How can a resubmission task support the student to succeed in an equitable way?

Feedback

Trauma can cloud a student’s self-perception, which can in turn create anxiety around feedback.  You can highlight what the students is doing well, not just where they need to improve. Precise, actionable feedback is key; feedback that celebrates effort and offers specific steps for growth, rather than vague or punitive remarks. UCA’s newest summative feedback form offers space for this. 

Mindful Reflection

Encouraging students to engage in reflective practices, such as journaling or mindfulness exercises, supports emotional regulation and self-awareness. These practices benefit all learners , enhancing both their creative and personal growth

Studio-Based Collaboration

Embedding principles of mutual respect and active listening within group critiques ensures that all voices are heard. This aligns with Hill’s work on fostering belonging through dialogic practices and is centred on creating inclusive and equitable educational environments where students feel a sense of connection, validation, and engagement. Her approach emphasises teaching strategies that prioritise these dialogues, collaboration, and mutual understanding as a pathway to build belonging in learning communities.

Cultural Responsiveness

Recognising the diverse cultural contexts students bring to their work ensures inclusivity in teaching. This means intentionally recognising and validating diversity, lived experiences, and perspectives students bring to the classroom. Being culturally responsive involves validating multiple perspectives and challenging  dominant narratives, fostering a richer and more equitable learning environment.

This relates to trauma by recognising that some historical topics may touch on intergenerational trauma. Offer content warnings and create an opt-out option for activities that could be triggering, without penalising participation. Acknowledge that some students may be hesitant to speak up due to previous experiences of marginalisation. Use language that is constructive and empathetic, focusing on strengths and areas for growth.

To conclude, compassionate teaching is not without its challenges. We may face resistance to non-traditional grading methods or feel unequipped to address students’ emotional needs. However, the benefits enhanced student engagement, creative exploration, and community building make these efforts worthwhile. Institutions must prioritise training and resource allocation to sustain such initiatives. By adopting a universal approach that emphasises equity, safety, and empowerment, educators can create learning environments that nurture the full potential of every student. As Hill et al’s research illustrates, such practices not only support individual growth but also cultivate a more inclusive and innovative academic community. By embedding compassion at the heart of creative education, institutions can prepare students to thrive in both their professional and personal lives.