From Orientation to Graduation: A Whole-of-Program Well-Being Approach for Criminology Students to Mitigate the Risk of Vicarious Trauma

Criminology students are routinely exposed to distressing material through both coursework and work-integrated learning. However, there has been limited attention to how criminology programs might respond pedagogically. This article describes a whole-of-program well-being model embedded across an undergraduate criminology degree at an Australian university. The model integrates scaffolded well-being interventions at key points across the degree program to reduce stigma regarding mental health, normalize trauma-informed education, and facilitate peer-support networks. Our evaluation collected preliminary, exploratory data of the approach that indicated improved placement completion rates and self-reported preparedness for managing distressing material. The findings suggest that embedding well-being within the curriculum may enhance both student outcomes and professional readiness. The article contributes a novel, replicable model for addressing the risk of vicarious trauma in criminology education and argues for the integration of well-being as a core component of professional identity formation within the discipline.