[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-579186-105":59,"doc-detail-579186-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","speaking-out-complex-trauma-survivors-on-trauma-informed-practice-for-openonline-higher-education","Speaking Out: Complex Trauma Survivors on Trauma-Informed Practice for Open/Online Higher Education","","Childhood complex trauma disrupts survivors’ lifelong education and career pathways, lowering the likelihood of credential completion and adult employment. Ensuring survivors can access and finish higher education is an equity priority, and open and online learning may offer a route forward. Prior educational research has often overlooked survivors’ own perspectives on their needs, undermining a core trauma-informed collaboration principle. This paper examines survivors’ needs from their own viewpoint in an open/online postsecondary learning setting.",{"@graph":69,"@context":122},[70,84,105],{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/speaking-out-complex-trauma-survivors-on-trauma-informed-practice-for-openonline-higher-education/579186/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/speaking-out-complex-trauma-survivors-on-trauma-informed-practice-for-openonline-higher-education/579186.png","ImageObject",300,407,{"name":92,"@type":93},"Liam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is trauma-informed practice especially important for complex trauma survivors in higher education?","Question",{"text":112,"@type":113},"Complex trauma experienced in childhood can significantly disrupt educational trajectories, reducing chances of credential completion and employment. Trauma-informed practice aims to support survivors’ access, engagement, and safety throughout learning and institutional processes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study approach survivors’ needs in an open/online postsecondary setting?",{"text":117,"@type":113},"The paper explores survivors’ needs through their own eyes while they learn in an open and online postsecondary context, using insights from a small qualitative case study.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of supports and challenges do survivors report in the findings?",{"text":121,"@type":113},"Survivors value access, self-advocacy, and help from advisors and others in the university system. They also report challenges related to communication and interaction within courses and at the institutional level.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},579186,1792444260,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},8796095461564,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Speaking Out: Complex Trauma Survivors on TraumaInformed Practice for Open/Online Higher Education  \nHilary Schmidt  \nAbstract: Childhood complex trauma profoundly disrupts survivors’ lifetime educational and career trajectories, sharply reducing the odds of credential completion and adult employment. Ensuring survivors have every opportunity to access and complete higher education is an essential step toward equity, and open and online learning provides one possible pathway. Nonetheless, prior educational research has largely neglected survivors’ perspectives regarding their own needs, contradicting the key principle of collaboration within a trauma-informed approach. In response to this gap, this paper explores survivors’ needs through their own eyes as they learn in an open and online postsecondary setting. Findings from this small qualitative case study include the high value survivors place on access, self-advocacy, and assistance from advisors and others in the university system. The findings also highlight challenges around communication and interaction, both within courses and more broadly atthe institutional level, and survivors’ desire for the university to prioritize safety, trust, transparency, empowerment, voice, and choice, key elements of established trauma-informed practice. Implications include the need for further survivor-centred research and the importance of systemic, pan-  \ninstitutional approaches to trauma-informed educational practices in open/online postsecondary contexts.  \nKeywords: complex trauma, trauma-informed, online learners, open learning, survivors, higher education  \nDonner la parole aux survivants de traumatismes complexes : pratiques sensibles aux traumatismes en enseignement supérieur ouvert et en ligne  \nRésumé :. Les traumatismes complexes vécus durant l’enfance perturbent profondément les trajectoires éducatives et professionnelles des survivants tout au long de leur vie, réduisant considérablement leurs chances d’obtenir un diplôme et d’accéder à l’emploi à l’âge adulte. Garantir à ces personnes toutes les possibilités d’accéder à l’enseignementsupérieur et d’y réussir constitue une étape essentielle vers plus d’équité, et la formation ouverte et en ligne représente une voie possible en cesens. Cependant, les recherches antérieures en éducation ont largementnégligé le point de vue des survivants quant à leurs propres besoins, ce qui va à l’encontre du principe fondamental de collaboration au cœur des approches sensibles aux traumatismes. En réponse à cette lacune, cet article explore les besoins des survivants à partir de leur propre expérience, dans un contexte d’apprentissage postsecondaire ouvert eten ligne. Les résultats de cette étude de cas qualitative de petite envergure montrent l’importance accordée par les survivants à l’accès à l’enseignement, à la capacité à faire valoir ses besoins et au soutienapporté par les conseillers et d’autres acteurs du système universitaire. Ilsmettent également en lumière des défis liés à la communication et aux interactions, tant au sein des cours qu’à l’échelle institutionnelle, ainsi que le souhait des survivants de voir les établissements accorder une priorité à la sécurité, à la confiance, à la transparence, à l’autonomisation, à l’expression et au choix — des éléments clés des pratiques reconnues comme sensibles aux traumatismes. Les implications soulignent la nécessité de poursuivre des recherches centrées sur les survivants, ainsi quel’importance d’approches systémiques et institutionnelles globales pour intégrer des pratiques pédagogiques sensibles aux traumatismes dans les contextes d’enseignement postsecondaire ouvert et en ligne.  \nMots-clés : traumatisme complexe, approche sensible aux traumatismes, apprenants en ligne, formation ouverte, survivants, enseignement supérieur.  \nIntroduction  \nA substantial proportion of postsecondary learners carry a life history of complex trauma, a severe form of trauma that stems from extremely th","cbCaiiSj1B3W24mV","https://ap.wps.com/l/cbCaiiSj1B3W24mV","pdf",293571,41,"English","# Introduction\n## Complex trauma and educational disruption\n## Prevalence of complex trauma in postsecondary learners\n## Under-researching in open and online higher education","[{\"question\":\"Why is trauma-informed practice especially important for complex trauma survivors in higher education?\",\"answer\":\"Complex trauma experienced in childhood can significantly disrupt educational trajectories, reducing chances of credential completion and employment. Trauma-informed practice aims to support survivors’ access, engagement, and safety throughout learning and institutional processes.\"},{\"question\":\"How does the study approach survivors’ needs in an open/online postsecondary setting?\",\"answer\":\"The paper explores survivors’ needs through their own eyes while they learn in an open and online postsecondary context, using insights from a small qualitative case study.\"},{\"question\":\"What kinds of supports and challenges do survivors report in the findings?\",\"answer\":\"Survivors value access, self-advocacy, and help from advisors and others in the university system. They also report challenges related to communication and interaction within courses and at the institutional level.\"}]","Speaking Out: Complex Trauma Survivors on Trauma-Informed Practice for Open/Online Higher Education | PDF",1792035171,103]