A call for trauma-informed leadership education

Purpose The dramatic increase in college students experiencing mental health conditions, exacerbated by the COVID-19 pandemic, calls for urgent educational reform. Students with trauma histories, particularly those from marginalized populations, face elevated stress that can hinder learning. Since trauma responses manifest in varied ways, from withdrawal to over-achievement, leadership educators must shift their perspectives on how to create thriving learning environments for all students. This paper argues that adopting a trauma-informed leadership pedagogy is essential, not as a new model but as a critical extension of existing leadership education practices. Design/methodology/approach We propose an equity-centered trauma-informed way of thinking about our pedagogies, grounded in the Substance Abuse and Mental Health Services Administration guidelines. Educators must be committed to acknowledging the widespread reality of trauma, recognizing its symptoms and actively resisting re-traumatization within the classroom. Findings Key recommendations include establishing transparency and psychological safety (e.g. trauma statements in the syllabus), fostering trust through authentic relationships, co-creating classroom policies to embrace collaboration and strategically allowing for failure to build empowerment. Importantly, this pedagogy requires re-examining established methods like group work, discussion and reflection, which, without trauma-informed guardrails, can inadvertently trigger or reinforce power imbalances and forced vulnerability. Practical implications By adopting this approach, leadership educators can create an equitable, supportive environment where all learners, especially the most vulnerable, can thrive. Originality/value Trauma-informed pedagogy is less addressed in higher education than in the lower grades, but no less important. This paper specifically addresses the pedagogical implications of trauma-informed work in leadership education.