Trauma-Informed Teaching in Non-Traditional Spaces

Trauma is prevalent in the lives of many but can be more observable in populations, cultures and spaces where the marginalised gather for support. This edited collection explores shifting understandings of trauma and how it can impact the learning environment, inviting educators to consider the implications for the way they hold their own classrooms, their students and themselves.

This collection provides space for autoethnographic reflections on trauma in the classroom, qualitative and quantitative accounts of trauma in non-traditional educational settings, as well as strategies for supporting students and practitioners working in these areas. Each chapter will offer expert insights into how trauma manifests and interacts in different educational settings among different student cohorts including culturally and linguistically diverse, low socio-economic background and incarcerated students. The collection casts light on how trauma intersects in the lives of non-traditional students and the lives of educators and practitioners. It aims to increase educators’ trauma awareness, to promote discussions on the holistic needs of students and educators and to articulate a trauma pedagogy with practical applications for non-traditional educational spaces. Moving beyond the experience of the learner, this book explores the practitioner’s lived histories, their wellbeing, the emotional labour of the job, and how to maintain equilibrium for all participants in the learning context.

An essential read for researchers and practitioner in the field of education, this book will also be of interest to mainstream teachers, tertiary educators, enabling educators and alternative educators.