Thinking through drawing: an arts-based approach to trauma-informed pedagogy

In this short paper, we explore the use of arts-based approaches in a trauma-informed pedagogy workshop for arts and humanities-based staff and students. For the workshops, we wanted to create a space for conversation to flow around the discussion of trauma in teaching and learning spaces, but one that was different to the ‘normal’ training workshop. By exploring mark-making and the free use of space inspired by the concept of ‘taking a line for a walk’, facilitators were able to explore difficult conversations in the classroom from the perspectives of both teaching staff and students, enabling participants to anonymously map their emotions and approaches while teaching or encountering moments of discomfort, challenging emotions, or trauma. We encourage colleagues to explore the possibilities of arts pedagogy to develop trauma-informed teaching.