Trauma as an Interface Shift: Rethinking Trauma-Responsive Pedagogy as Facilitation of Cognitive Transition

This conceptual article reframes trauma in education as a cognitive interface shift rather than a disorder to treat. Drawing on Eco-Centered Psychological Facilitation (ECPF) and a REHI (Rhythmical, Emergent, Hybrid, Irreversible/Innovative) lens, it critiques deficit-based approaches in trauma-informed education and argues that stagnation can prepare new learning interfaces. Trauma-Responsive pedagogy becomes facilitation of transition through redesigning tasks from deficit to surplus, attending to teachers’ secondary exposure, and using AI-assisted reflection. Six micro-practices and research bridges are proposed.