Trauma is an “event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual’s functioning and…wellbeing (Substance Abuse and Mental Health Services Administration 2024). Communities, as well as individuals, can experience trauma; research confirms that discrimination perpetuates disproportionate trauma for various marginalized communities (see Seedat 2021).

Importantly, research on resilience shows that traumatic experiences can ultimately spur learning and growth. Nevertheless, trauma often makes it difficult for students to learn. Trauma-informed pedagogy offers a set of practices for supporting students who carry seen or unseen trauma into the classroom. Below, we explain how you can implement trauma-informed pedagogy by Recognizing Trauma in the Classroom, Creating Predictability, Avoiding Re-traumatization, and “Doing Your Own Work.” Most of these approaches are drawn from the following resources:

• UC Berkeley American Cultures Center Panel on “Difficult Knowledge, Trauma Informed Pedagogy and Safe-ish Spaces” 
• Barnard University Website on Trauma-Informed Pedagogy
• University of Denver Website on Trauma-Informed Pedagogy
• University of Michigan Website on Trauma-Informed Pedagogy

Recognizing Trauma in the Classroom

Keep in mind that trauma shows up in a wide variety of ways. Some students with histories of trauma may respond to a lack of predictability in section by becoming hyper-vigilant, questioning their safety, and locating the nearest exit. Others may appear highly engaged and competent, when in fact they are weathering a crisis and sorely need support. Still others may miss multiple section/studio/lab meetings with no explanation. Do not assume that you will always be able to recognize trauma in the classroom; instead, work to be observant, understanding, and sensitive to students’ needs.

Creating Predictability

Another way to support students, including those who may have experienced trauma, is to establish predictable routines and share an agenda at the beginning of each class meeting. Some GSIs also send weekly bCourses announcements with reminders about deadlines and relevant logistics. These practices can help students reorient and stay engaged throughout the semester.

Avoiding Re-traumatization

If the course for which you are GSI-ing covers disturbing topics, share written and verbal content warnings ahead of time. This gives students with histories of structural and/or interpersonal trauma time to adequately prepare or ask the instructor of record about alternate ways to complete assignments.

In addition, reflect on your expectations for student participation. Consider, for example, that penalizing students for not speaking in large group discussions could trigger past trauma. Instead, welcome various kinds of participation (e.g., contributing to large group discussions, actively participating in small group activities, listening attentively, attending office hours).

“Doing Your Own Work”

Beyond the approaches described above, we encourage you to reflect on your own traumas and triggers. What are your patterns of reactivity? What does it look like when you become defensive? Knowing the answers to these and other questions and developing your own tools for self-regulation will help you respond to unexpected challenges and model accountability for your students.