Disrupting neoliberalism in the academy: Normalizing loss and enfranchising student grief

Abstract Despite long‐standing research demonstrating the prevalence of trauma/loss and increased visibility in the recent pandemic, natural disasters, and political violence, many institutions maintaining neoliberal ideologies and practices minimize or disregard the presence and impact of loss and grief on individuals, families, and communities. This deficit in education informs pedagogical approaches and support gaps wherein students remain the forgotten mourners with missed opportunities for development around the universal human experience of loss. In contrast to the neoliberal academy, drawing on feminist, arts‐based, and trauma‐informed pedagogies, we offer a disruption to neoliberalism by encouraging a theoretical push for scholars to normalize loss in development, enfranchise grief, and promote restorative practices. We share an example featuring art paired with Human Development and Family Science content (Healing in the Arts/HITA), whereby students drew on and/or observed performance art to engage with trauma, loss, and grief. We share strategies for faculty to address trauma and loss and offer resources and support.