[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596429-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596429-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","trauma-informed-pedagogical-practices-in-post-secondary-education-an-integrative-review-of-the-literature","Trauma-informed Pedagogical Practices in Post-Secondary Education - An Integrative Review of the Literature","","The experience of past or current trauma can interfere with learning in post-secondary education and can be particularly problematic for people from equity-deserving groups. Implementing trauma-informed pedagogical practices can cultivate safe and equitable learning spaces, supporting diverse needs and improving academic outcomes. 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(2025) . Trauma-informed pedagogical practices in post-secondary education: An integrative review of the literature. The Canadian Journal for the Scholarship of  \nTeaching and Learning, 16(1). [https://doi.org/10.5206/cjsotlrcacea.2025.1.17123](https://doi.org/10.5206/cjsotlrcacea.2025.1.17123)  \nTrauma-informed Pedagogical Practices in Post-Secondary Education: An Integrative Review of the Literature  \nAbstract  \nThe experience of past or current trauma can interfere with learning in post-secondary education and can be particularly problematic for people from equity-deserving groups. Implementing traumainformed pedagogical practices could contribute significantly to post-secondary education by cultivating safe and equitable learning spaces that support a range of needs and potentially lead to better academic outcomes. However, the uptake of trauma-informed pedagogy in post-secondary institutions has lagged despite increased attention to students’ experience of trauma. Post-secondary educators may not be aware of trauma-informed pedagogical practices or know how to implement them. Currently there are few comprehensive resources for about trauma-informed pedagogy. The purpose of this paper is to report on the findings ofan integrative review of the literature conducted to gather and categorize information regarding trauma-informed pedagogical practices in post-secondary education. The research question guiding this study was: What trauma-informed pedagogical practices can be used in post-secondary education and how can they be applied to promote student success? Integrative review methodology guided the research. Relevant literature was located through a systematic literature review (n=55) and was analyzed in three stages (preparation, coding, creating categories) . The Four Proactive Priorities framework guided deductive coding and data analysis. Findings include a comprehensive list of trauma-informed pedagogical practices in four proactive priority areas (connection, empowerment, flexibility, predictability) . This first-known comprehensive and systematic review of the literature advances knowledge and understanding of the pedagogical practices that could be implemented to support trauma-informed teaching and learning in postsecondary education.  \nL'expérience d'un traumatisme passé ou présent peut nuire à l'apprentissage dans l'enseignementsupérieur et peut être particulièrement problématique pour les personnes issues de groupes méritantl'équité . La mise en œuvre de pratiques pédagogiques tenant compte des traumatismes pourrait contribuer de manière significative à l'enseignement supérieur en créant des espaces d'appren","cbCaih7ylRMue7y2","https://ap.wps.com/l/cbCaih7ylRMue7y2","pdf",275650,"English","# Abstract\n## Purpose and research question\n## Review methods and analysis\n## Findings and proactive priorities framework","[{\"question\":\"Why are trauma-informed pedagogical practices important in post-secondary education?\",\"answer\":\"Trauma can interfere with learning, especially for students from equity-deserving groups. Trauma-informed practices help create safe, equitable learning spaces that support diverse needs and can improve academic outcomes.\"},{\"question\":\"What was the purpose and guiding research question of the paper?\",\"answer\":\"The purpose was to report results from an integrative review that gathers and categorizes trauma-informed pedagogical practices in post-secondary education. The study asked what practices can be used and how they can be applied to promote student success.\"},{\"question\":\"How was the integrative review conducted and analyzed?\",\"answer\":\"Relevant literature was identified through a systematic review (n=55) and analyzed in three stages: preparation, coding, and creating categories. A Four Proactive Priorities framework guided deductive coding and data analysis.\"}]","Trauma-informed Pedagogical Practices in Post-Secondary Education - An Integrative Review of the Literature | PDF",1792083066]