Traumatisation, reflection, and recovery: teaching about trauma and students’ reflexive engagement with sensitive content

Abstract Recent research in trauma-informed pedagogy recommends that tertiary educators consider the risks and benefits of teaching sensitive material and approach the design and delivery of such content with purpose and caution. Engagement with traumatic material can have negative impacts on students’ wellbeing. Tertiary students report high rates of trauma exposure, which negatively impacts their social, emotional, and academic functioning. Education is a preparation for the future, and educators of subjects that explore sensitive topics prepare students to work with the most vulnerable members of the community. For this reason, it is impossible to avoid the inclusion of difficult and traumatic material in these subjects. This study explored supportive learning practices in a multidisciplinary course on child abuse and neglect at a regional Queensland university. The findings of this qualitative study illustrate the powerful and transformational capability of trauma-informed reflective practice in the higher education setting. The findings also highlight the therapeutic benefit of reflexive practices for students who engage with traumatic content. The study offers a valuable approach for ensuring equity and support for all students, and for guiding students to reflect on their experiences in a supported manner. This approach maximises student success by recognising that students’ stories and histories are an important part of their professional journey.