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Through post qualitative inquiry with three academic participants, it uncovers hidden needs often missing from accessibility-technology discourse, including safety and efficacy concerns in remote learning spaces. Trauma-informed blended teaching practices are shown to positively affect teaching and learning, enabling access to education that students would otherwise be denied.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/digital-poverty-trauma-and-education-reflections-from-the-crisis-pivot-to-online-learning/594300/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/digital-poverty-trauma-and-education-reflections-from-the-crisis-pivot-to-online-learning/594300.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What problem does the paper address regarding online learning?","Question",{"text":111,"@type":112},"It addresses how the pivot to online learning must go beyond access by also responding to hidden learner needs, including trauma, alongside digital poverty.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How did the author study digital poverty and trauma in higher education?",{"text":116,"@type":112},"The author uses post qualitative inquiry based on the collective narratives of three higher education academics engaged in trauma-responsive emergency mitigation strategies.",{"name":118,"@type":109,"acceptedAnswer":119},"What impact does trauma-informed teaching in blended learning have, according to the findings?",{"text":120,"@type":112},"Trauma-informed teaching practices in blended learning had a positive impact on teaching and learning where digital poverty is prevalent, supporting student access to education otherwise denied.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},594300,1792079438,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":26},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Volume 65, Number 1, April 2025  \nDigital poverty, trauma, and education: Reflections from the crisis pivot to online learning  \nJanine Arentes  \nVictoria University  \n7KH &29,'􀀐􀀔􀀜 SDQGHPLF QHFHVVLWDWHG D VXGGHQ VKLIW WR RQOLQH WHDFKLQJand learning in higher education institutions. This abrupt transition had a signi¿cant iPpact on both students and stă. ,n this article􀀏 the author discusses hoZ three acadePics identi¿ed students Zho Zere experiencing digital poverty and implemented trauma-responsive strategies as emergency mitigation measures. Through post qualitative inquiry, the author explores the collective narrative of these academicsand uncovers un¿nished conversations related to digital poverty and trauma in blended learning as ‘hidden’ needs often not considered in the discourse around the ways we develop accessibility technologies. Findings from research, include the recognition of hidden needs related to divergent identities of stă and students, as well as the importance of prioritising safety and ėcacy in remote learning spaces. The article argues that trauma-informed teaching practices in blended learning have had a positive impact on teaching and learning in contexts where digital poverty is prevalent; providing student access otherwise denied an education. The¿ndings of this study provide a contextuali]ed understanding of digital poverty and blended learning, which are essential to developing inclusive and safe online classrooms.  \n62 Janine Arantes  \nKeywords: higher education, digital poverty, teaching and learning, blended learning, trauma-informed teaching  \nIntroduction  \n(GXFDWLRQ LV PRUH WKDQMXVW SURYLGLQJ DFFHVV WR OHDUQLQJ HQYLURQPHQWV􀀞 it also involves addressing the hidden needs of learners, including trauma that often goes unaddressed. Emerging technologies have provided opportunities to enhance access, progress and inclusion, but it is important to consider how they can also address the impact of trauma on learners. The past research on digital poverty and blended learning has set the foundation, but there is a need to further explore the role of emerging technologies in addressing the hidden needs of learners with trauma and digital poverty. This paper aims to shed light RQ WKH UHÀHFWLRQV RQ WKH UROH RI WKH DFDGHPLF GXULQJ WKH FULVLV SLYRW WR online learning from 2020-2022 and how they can design technologyfacilitated educational environments that are equitable and accessible IRU DOO OHDUQHUV􀀑 7KURXJK UHÀHFWLRQ RQ WKH UROH RI DFDGHPLFV GXULQJ WKH crisis pivot to online learning, this paper provides valuable lessons on how emerging technologies can address the hidden needs of learners experiencing digital poverty and trauma and ultimately create more equitable and accessible educational environments for these ‘hidden’needs.  \n)RFXVLQJ RQ WKH EHQH¿WV RIKXPDQV LQ WKH FODVVURRP LV LPSRUWDQW IRU learning designers, educational researchers and policymakers because it reinstates that inclusion and creating equity and accessibility-driven technology-facilitated educational environments, can only service VSHFL¿F QHHGV LQ WKH FODVVURRP􀀑 :KLOH HPHUJLQJ WHFKQRORJLHV R̆HU QHZ opportunities for learning access and enhancing progress for learners with special needs, it is crucial to also consider the role of human educators in creating a supportive and inclusive learning environment for those experiencing digital poverty and trauma who maybe excluded as a result. With educational design research described as an iterative development of solutions to both practical and complex educational problems, this paper posits that one such solution is the pedagogy of care provided by a human teacher. To unpack and reveal this  \nDigital poverty, trauma, and education: Reflections from the crisis pivot to online learning 63  \npositioning, the paper reports on educator engagement with traumainformed practice when working with students faced with digital poverty because of the COVID-19 pande","cbCaiphrMT2bXKwa","https://ap.wps.com/l/cbCaiphrMT2bXKwa","pdf",128474,24,"English","# Introduction\n## Purpose and focus\n# Findings and implications\n## Hidden needs and identity\n## Safety and efficacy in remote spaces\n# Context: crisis pivot to online learning\n## Emergency remote teaching experiences","[{\"question\":\"What problem does the paper address regarding online learning?\",\"answer\":\"It addresses how the pivot to online learning must go beyond access by also responding to hidden learner needs, including trauma, alongside digital poverty.\"},{\"question\":\"How did the author study digital poverty and trauma in higher education?\",\"answer\":\"The author uses post qualitative inquiry based on the collective narratives of three higher education academics engaged in trauma-responsive emergency mitigation strategies.\"},{\"question\":\"What impact does trauma-informed teaching in blended learning have, according to the findings?\",\"answer\":\"Trauma-informed teaching practices in blended learning had a positive impact on teaching and learning where digital poverty is prevalent, supporting student access to education otherwise denied.\"}]","Digital poverty, trauma, and education: Reflections from the crisis pivot to online learning | PDF",1792078898]