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The Healing Possibilities of a Classroom: Trauma-Informed Care in Higher Education

by | Jul 24, 2026 | Blog, Guest Post, Pedagogy

Guest post by Calista Colbert, MA, LCMHC, NCC and Caroline Engler, PhD, HSP-P
Counseling and Psychological Services (CAPS)

The classroom is a primary setting for connecting with community, engaging with the mind, and making meaning of the world and our place in it. As such, classrooms and those that facilitate them have the unique opportunity to significantly contribute to student wellbeing. 

Those engaging with systems of higher education regularly will not be surprised to learn that modern college students face significant daily challenges. In addition to the unique adverse experiences that each student carries with them to our campuses, they are collectively navigating increasing levels of stress, anxiety, grief, and financial strain. All this while continuing to feel the effects of a global pandemic and the instability wrought by the current sociopolitical climate (Abrams, 2022; Bistricean, C., & Shea, 2021; Robb, 2017; Swedo et al., 2024). Research conducted by The Center for Collegiate Mental Health (CCMH) over the last decade indicates that university counseling centers (UCCs) in the United States have seen increasing numbers of students cite traumatic experiences as a primary driver for pursuing counseling services. In 2025, UCC clinicians identified trauma as the primary presenting concern for approximately 5% of students seeking treatment. 20% of students said that trauma was a contributing factor to feelings of distress, even if not the main focus of treatment (Center for Collegiate Mental Health, 2026). By comparison, WCU Counseling and Psychological Services (CAPS) data indicates that 24% of our students present to CAPS with acute or historic trauma as a primary presenting concern. This data suggests that WCU students are seeking treatment for trauma at higher rates than the national average. We can hypothesize from there that many more of our students carry unreported trauma histories. 

So, what is trauma? 

According to the Substance Abuse and Mental Health Services Administration (2026), trauma is an event or circumstance that results in physical, emotional, or life-threatening harm. Trauma often impacts one’s mental, physical, social, emotional, or spiritual well-being and causes a sense of broken connection – within the relationship with the self, within relationships with others, and within the spirit. Trauma can be caused by a variety of circumstances including: 

  • Single events such as an accident, assault, or violent attack. 
    • These may also include commonly overlooked experiences such as surgery, childbirth, the sudden death of a loved one, natural disasters, the conclusion of a significant relationship, or experiencing deliberate cruelty at the hands of another person. 
  • Ongoing events or relentless stressors such as living in a crime-ridden neighborhood, navigating a life-threatening illness, bullying, domestic violence, identity-based threats, or childhood abuse or neglect (Robinson et al., 2026). 

Trauma can also be caused and/or augmented by systemic variables. When considering the intersection of racism, ableism, and sexism with the history of higher education, it is clear that academia has (unfortunately) been a primary cause of broken connection for a variety of communities within the United States (Wilder, 2014). 

How does trauma impact learners?

Trauma activates the amygdala and causes survival instincts to disrupt nervous system functioning, diverting energy from cognitive centers (such as the hippocampus and prefrontal cortex) needed for critical thinking, problem-solving, organizing new information, and memory (Bremner, 2006; Pitman et al., 2012). When traumatic events occur, this process is designed to protect the brain and body against harm. However, when this activation remains constant, it can cause long-term impacts. 

What is trauma-informed care?

If trauma is the impact of broken connection, trauma-informed care is a framework for restoring connection. Trauma-informed care upholds infusion of principles of safety, trustworthiness, choice, empowerment, collaboration, and consideration of historical and gender contexts (SAMSHA, 2014).

Graphic entitled "Six Principles of Trauma-informed Care": safety, choice, collaboration, trustworthiness, empowerment, cultural, historical and gender texts.

Those that implement a trauma-informed care framework engage in anticipatory empathy, take universal precautions, and advocate for organizational culture change to reduce the possibility of retraumatization. 

Why does this matter for the classroom?

“Trauma compromises our ability to engage with others by replacing patterns of connection with patterns of protection.” (Dana, 2018, p. xviii) If the classroom is intended to be a place of connection – socially, mentally, emotionally, academically – then facilitators of these spaces must be responsive to the reality of trauma and its impacts. Research show that brain changes resulting from sustained traumatic experience can lead to decreases in retention of new information and reading comprehension (MHA, 2026). In other words, if students are arriving to class anticipating the need to protect themselves from physical, emotional, social, or psychological harm or retraumatization, they will be unable to engage effectively in the learning environment. 

“Trauma results in a fundamental reorganization of the way mind and brain manage perceptions. It changes not only how we think and what we think about, but also our very capacity to think…
For real change to take place, the body needs to learn that the danger has passed and to live in the reality of the present.” (Van der Kolk, 2014, p. 21)

Relationship and community cause deactivation of survival responses and regulation of nervous system functioning (Canque-Kaplan, 2025). The relationship between faculty and student has the power to become a conduit for communal change, particularly when faculty are infusing their approach to the classroom with trauma-informed care principles. 

Like so many others, we have been significantly shaped by our professors and instructors. We hold dear the educators in our lives who saw us as human first, student second, and invited us to co-create classroom environments where our experiences did not define us as people. Now, as licensed mental health clinicians working within a university counseling center setting, we are thrilled to hear student accounts of the support they receive from their professors – especially during trying times. When we consider the faculty that have greatly contributed to our personal and professional development and to the development of our WCU students, we are reminded of those that aid in the creation of contextually-driven learning environments that promoted safety, trust, collaboration, choice, and community empowerment. This is trauma-informed care. 

Connect with the contents of this blog post or want to learn more?

  • Consider joining us at Week ZERO for our presentation “Trauma-Informed Teaching: Strategies for Implementation.” This interactive workshop is designed to build on these themes, more deeply explore trauma-informed care principles, and identify practical strategies for supporting student wellness in classroom settings. The presentation will include hands-on activities, rich discussion, and resources for continued learning. 
    • Wednesday, August 12th at 1:00 PM 
    • The full Week Zero Schedule can be found on the CFC website.
  • Be on the lookout for chapter features in upcoming published works (expected 2027): 
    • Trauma-Informed Transformations in Higher Education 
    • Transforming Mental Health in Higher Education: Leadership Strategies and Innovative Approaches 
  • Reach out to collaborate on training opportunities for your department. 

Highlighted Resources for Continued Learning

  • Davidson, S. (2024). Trauma and resilience-informed practices for post-secondary education: A guide. trauma-resilience-informed-practices-508c.pdf 
  • Menakem, R. (2021). My grandmother’s hands: Racialized trauma and the pathway to mending our hearts and bodies. Penguin UK. 
  • Van der Kolk, B. A. (1994). The body keeps the score: Memory and the evolving psychobiology of posttraumatic stress. Harvard Review of Psychiatry. 
  • Wilder, C. S. (2014). Ebony and ivy: Race, slavery, and the troubled history of America’s universities. Bloomsbury Publishing USA. 

Additional References 

  • Abrams, Z. (2022). Student mental health is in crisis. Campuses are rethinking their approach. Monitor on Psychology, 53(7), 60. 
  • Bistricean, C., & Shea, M. (2021). Understanding bereavement among college students: Implications for practice and research. International Dialogues on Education Journal, 8(1), 54-88. 
  • Bremner, J. D. (2006). Traumatic stress: Effects on the brain. Dialogues in Clinical Neuroscience, 8(4), 445–461.  
  • Canque-Kaplan, A. (2025, April). The neuroscience of connection: How relationships rewire neural pathways. kaplantherapy.org. https://kaplantherapy.org/the-neuroscience-of-connection/ 
  • Center for Collegiate Mental Health. (2026, January). 2025 Annual Report (Publication No. UBR STA 26-012) 
  • Dana, D. (2018). The polyvagal theory in therapy: Engaging the rhythm of regulation. New York, NY: Norton. 
  • Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. The Adverse Childhood Experiences (ACE) Study. American journal of preventive medicine, 14(4), 245–258. https://doi.org/10.1016/s0749-3797(98)00017-8 
  • Mental Health America, (2026). How trauma impacts school performance. https://mhanational.org/resources/how-trauma-impacts-school-performance/ 
  • Pitman, R. K., et al. (2012). Biological studies of post-traumatic stress disorder. Nature Reviews Neuroscience, 13(11), 769–787. 
  • Robb, C. A. (2017). College student financial stress: Are the kids alright?. Journal of Family and Economic Issues, 38(4), 514-527. 
  • Robinson, L., Smith, M., & Segal, J. (2026, May 19). Emotional and psychological trauma. helpguide.org. https://www.helpguide.org/mental-health/ptsd-trauma/coping-with-emotional-and-psychological-trauma 
  • Substance Abuse and Mental Health Services Administration. (2026, March 16).
  • Trauma and Violence, https://www.samhsa.gov/data 
  • Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA 14-4884). U.S. Department of Health and Human Services. 
  • Swedo, E. A., Pampati, S., Anderson, K. N., et al. (2024). Adverse Childhood Experiences and Health Conditions and Risk Behaviors Among High School Students—Youth Risk Behavior Survey, United States, 2023. MMWR Suppl 2024: 73 (Suppl-4): 39-49. http://dx.doi.org/10.15585/mmwr.su7304a5 

SoTL Scholar Feature – WCU Faculty Share Work

by | Apr 6, 2026 | Blog, Pedagogy, Scholarship of Teaching & Learning, Teaching and Learning

Four WCU employees standing in front of a poster.

Pictured left to right: Jessica Casimir, Chad Halllyburton, April Tallant, Barbara Arnold at the 2026 SoTL Commons Conference in Savannah, GA.

The SoTL Scholar Feature highlights the work of WCU faculty participating in the SoTL (Scholarship of Teaching and Learning) Academy, a program sponsored by the Coulter Faculty Commons.  

Scholarship of Teaching and Learning (SoTL) Scholars from WCU were well-represented at the 2026 SoTL Commons Conference in Savannah, GA, February 25-27, and at WCU’s Research and Scholarship Conference March 25-26. 

Congratulations to Jessica Casimir, Chad Hallyburton, Darby Harris, Geraldine Riouff & Barbara Arnold for sharing the important work you do to contribute to student success at WCU! 

The following scholarly activities were shared at the SoTL Commons Conference: 

  • Arnold, B. (2026). Self-Care in the Social Work Classroom: An Exploratory Study of Pedagogical Approaches to Teaching and Practicing Self-Care. Poster Presentation. 
  • Casimir, J. (2026). Film-based Instruction and Student Learning: Early Findings fro and Introductory Sociology Pilot Study. Poster Presentation. 
  • Tallant, A., Hallyburton, C., Harris, D., & Seagle, J. (2026).  Re-building a SoTL Culture: A Scaffolded Academy Model to Promote SoTL Practice, Use, and Growth. Podium Presentation. 

The following scholarly activities were shared at RASC. Congratulations to Mariana Da Costa and student Isabella Erskine, too! 

  • Hallyburton, C. Opening to Possibilities: Growing Student Engagement through SoTL, Course-based Undergraduate Research, Campus Collaborations, and More. Poster Presentation.
  • Hallyburton, C. The Perfect is the Enemy of the Good: A Pilot Project Building Early Undergraduate Research Engagement. 3MR Competition. 
  • Hallyburton, C., Da Costa, M., & Erskine, I. Bridging Research and Practice: Preparing Nursing Students as Future Vaccine Decision-Making Leaders through a Course-Based Undergraduate Research Experience. Poster Presentation.
  • Riouff, G. & Hallyburton, C. (2026). Evaluating Curriculum to Reflect the National Association of Colleges and Employers (NACE) Workplace Practices. Poster Presentation. 
  • Tallant, A., Hallyburton, C., Harris, D., & Seagle, J. (2026). Re-building a SoTL Culture: A Scaffolded Academy Model to Promote SoTL Practice, Use, and Growth. Poster Presentation. 

Attend Elon University’s Free Teaching and Learning Hybrid Conference

by | Mar 3, 2026 | Blog, Pedagogy, Professional Development, Scholarship of Teaching & Learning

Elon University invites educators from around the world to participate in the 22nd Annual Teaching & Learning Conference, taking place August 11, 2026. This event is completely free to attend, with both in‑person and virtual registration options available. The theme is “Teaching for Tomorrow: Building Transferable Skills and Lifelong Learners,” encouraging attendees to reflect on how our teaching practices today shape students’ abilities to adapt, think critically, and thrive tomorrow.
The keynote speaker is Dr. Susannah McGowan, Director for Curriculum Transformation Initiatives at The Red House at Georgetown University where she leads institution-wide initiatives that bring educational transformation at scale in the form of student co-creation, curriculum and program design, and inclusive pedagogies.
The conference is currently accepting proposals for presentations and we would love to see a big WCU presence! If you need help with your proposal, please email April Tallant at atallant@wcu.edu.
Submit your proposal by March 22, 2026!

Student Feedback on Impactful Learning

by | Jan 30, 2026 | Assessment, Blog, Feedback, Pedagogy, Student Voices, UDL

During the 2025 Fall semester, the CFC conducted a project to understand what types of assignments students find the most impactful. We asked students, “What is an assignment that has really helped you learn?” Through hosting a table event, collecting responses through a survey, and gathering video interviews, we have received feedback on assignments that have made an impact on students. While assignments and disciplines varied, consistent patterns emerged. Below is a summary of what we learned and resources for faculty who want to incorporate these elements into their teaching.

What is an assignment that has really helped you learn?

Student Voices

This video features students describing an assignment that has stood out to them and why it has made an impact on their academic career.

Below we will focus on the three most dominant themes; choice, authentic learning, and active learning through hands-on experience.

Student Quotes and Patterns

Choice

Student responses highlighted the importance of choice in assignments. One student stated:

“For a criminal justice research methods paper, we conducted independent research on a topic of our own choosing and reviewed literature on our chosen topics to write a research proposal…this was very engaging because of the element of choosing a topic that I am passionate about.”

Responses like this point to a consistent pattern: when students are given freedom of choice, they have deeper engagement and motivation. Motivation research, such as the self-determination theory, shows that autonomy can significantly increase engagement. Students go from having to do an assignment to wanting to do an assignment. Structure does not need to be sacrificed, but by providing choice students feel more engaged while still achieving learning outcomes.

Authentic Learning

Another strong theme was the application of concepts learned in the course to real-life scenarios as a form of authentic learning. A student wrote about writing a policy letter in their English 101 Writing and Rhetoric course:

“I had to write a policy letter to my local theatre company asking them to renovate the auditorium. This assignment helped me connect rhetoric tools to real life scenarios and gave me a better understanding of them.”

This student emphasized the importance of applying course concepts, specifically outside of the classroom. This assignment allowed students not only to recall what they were learning, but to use that knowledge and apply it to a real situation. Instead of simply defining concepts, they were being put to action, which deepened understanding and strengthened retention. Authentic learning helps bridge the gap between what is learned in the classroom and what is expected beyond.

Active Learning through Hands-on Experience

A third pattern we observed was student appreciation for hands-on experience. One student reflected on their hands-on experience in their GEOG 141 course:

“We have had multiple assignments where we were able to look at fossils. We looked at different fossils and were suppose to identify them and figure out what something might have originally been. I chose this because I found it very impactful and useful to have the hands-on experience.”

Experiences like this show that through hands-on experience, conceptual ideas turn into something tangible that students are able to interact with. Students can modify, test, and engage with the concepts. Participating in hands-on experience gives students a memorable experience, leading to higher knowledge retention. In addition to this, hands-on experience shows students what their field of study can look like in practice.

 

Creating Impactful Learning Opportunities

Factoring in Choice

Integrating choice into assignments can be done in small ways to maintain learning outcomes of the course. Ways to incorporate choice includes providing 2-3 discussion prompts students can choose from, allowing students to choose a topic for a paper, or choice in participating in projects with a group or individually.

Incorporating choice through elements of the Universal Design for Learning (UDL) framework can benefit students. The UDL focuses on engagement, action and expression, and representation with a goal to create a more inclusive learning environment. The CFC offers a 4-week asynchronous course centered around the UDL framework. This course begins Monday, March 2 and you can register for the UDL (Universal Design for Learning) Cohort using this link.

Integrating Authentic Learning Opportunities

Authentic assessments allow students to apply knowledge and skills to real-world situations. “Authentic assessments can be designed using different teaching methods like inquiry-based learning, project-based learning, problem-based learning, scenario-based learning, or design-based learning,” (Messier, 2022). Scenario-based assignments, for example, that incorporate problem-solving are effective ways to achieve this. Some examples include creating a mock business plan, completing problem sets that mimic the structure of a research article so students can follow the discovery process, role-playing a pitch to fictional or real clients, or engaging in a triple jump exercise (a three-step learning activity where students analyze a real-world problem, conduct research, and present their solution).

Incorporating Active Learning

Active learning allows students to engage with course material through application activities. Active learning teaching tools vary widely and offer many benefits to both students and instructors. Students are given the opportunity to think, talk, problem solve and gain immediate feedback from instructors. Instructors can use these techniques to build community and gain insight into how students think and engage with course content. Active learning often incorporates hands-on learning, creating tangible experiences for students. Examples include performing lab experiments, using tools relevant to the field, and handling real data. These findings align with research that shows the academic and personal value of hands-on and collaborative, active learning.

 

Conclusion

Student feedback gathered showed that assignments that offer freedom of choice, and authentic and active learning experiences, specifically hands-on experiences, support impactful learning. Although backgrounds and majors were diverse, these themes appeared consistently throughout feedback, suggesting that these strategies help long-term learning throughout disciplines. Incorporating these strategies does not require a course redesign, rather, small changes can be made to highlight these strategies. Through intentional adjustments, instructors can foster engagement and retention to support long-term learning.

Clemmy Brophy is a student assistant at the CFC and collected the data for this project with the help of Gabriel Claros (also student assistant at the CFC) and April Tallant.

Citations and Resources

Give students choice, where appropriate. Eberly Center – Carnegie Mellon University. (n.d.). https://www.cmu.edu/teaching/designteach/teach/classroomclimate/strategies/choice.html

Gonzales, A. (2024, August 28). Implementing Student Choice within an Assignment. Center for Transformative Teaching | Nebraska. https://teaching.unl.edu/news/implementing-student-choice-within-assignment/

Harvard University (n.d.). Problem sets. The Derek Bok Center for Teaching and Learning. https://bokcenter.harvard.edu/problem-sets

Jach, E. A., & Trolian, T. L. (2020, September). EBSCOhost Research databases‎. Engagement in College and University Applied Learning Experiences and Students’ Academic Motivation. https://research.ebsco.com/c/y6sumr/viewer/html/r2m23bw4lv?auth-callid=38974c40-e247-4d39-86c7-7c488d5f07c5

Kuh, G., O’Donnell, K., & Schneider, C. G. (2017). HIPs at Ten. Change (New Rochelle, N.Y.), 49(5), 8–16. https://doi.org/10.1080/00091383.2017.1366805

The UDL guidelines. CAST Universal Design for Learning Guidelines. (n.d.). https://udlguidelines.cast.org/

University of New Brunswick (n.d.). Creating effective scenarios, case studies, and role plays. Centre for Enhanced Teaching & Learning. https://www.unb.ca/fredericton/cetl/services/teaching-tips/instructional-methods/creating-effective-scenarios,-case-studies-and-role-plays.html

What Are The Benefits of Hands-On Learning? NewSchool of Architecture & Design. (2019, January 21). https://newschoolarch.edu/what-are-the-benefits-of-hands-on-learning/

What is Experiential Learning Theory? University of the People. (2025, October 13). https://www.uopeople.edu/blog/what-is-experiential-learning-theory/

Weir, K. (2025, March 2). Self-determination theory: A quarter century of human motivation research. American Psychological Association. https://www.apa.org/research-practice/conduct-research/self-determination-theory

Opportunities to Learn about Artificial Intelligence

by | Nov 4, 2025 | AI, Blog, Classroom, Educational Technology, Faculty Development Workshop, Help Your Students, Learn, Pedagogy, Student Engagement, Teaching and Learning

AI in the WCU Classroom

Join colleagues for an open discussion on using AI in teaching and learning on Tuesday, Nov 18, 3:30-5:00 pm. This two-part program will include sharing strategies for integrating generative AI into instruction and course management, as well as approaches for setting clear expectations around ethical student use. We’ll also consider how to design learning goals that emphasize key human skills. For more information and to register, read the blog post.

UNC System Pilot: Student AI Literacy

The UNC System Office is piloting a new AI Foundational Skills program, developed collaboratively by faculty, librarians, and instructional designers across the System, in Spring 2026 to strengthen student AI literacy and workforce readiness. This collaborative initiative gives students practical AI experience and critical evaluation skills while connecting them with industry perspectives. We’re seeking faculty to integrate the training into their courses and provide feedback, which will help refine the program. Faculty will receive a stipend. Interested? Complete this interest form to receive more information. Questions? Contact Dr. Heather McCullough, Director, Learning Technology and Open Education, hamccullough@northcarolina.edu

Engaging Students Through Course-Based Research & Creative Inquiry

by | Oct 28, 2025 | Blog, Mentoring, Pedagogy, Research, Student Engagement, Teaching and Learning

As instructors, we make pedagogical choices with the understanding that we may never see the full impact those choices have on students’ learning and growth. One exception I’ve found especially rewarding is integrating undergraduate research as a pedagogical strategy. Through this approach, I’ve been able to see students genuinely activate their curiosity, gain knowledge and understanding, think critically, and articulate their learning. The Council on Undergraduate Research (CUR) defines undergraduate research as “a mentored investigation or creative inquiry conducted by undergraduates that seeks to make a scholarly or artistic contribution to knowledge.” WCU is known for offering undergraduate research opportunities through programming, funding, and conferences. For example, WCU’s Research and Scholarship Celebration (RASC), scheduled for March 25-26, 2026, provides the perfect venue for students to showcase their research and creative work. Have you been looking for ways to foster student curiosity and inspire deeper learning? The following assignment ideas invite students to take ownership of their learning and create projects they can proudly present at conferences such as RASC. 

  • Evidence-based policy brief or white paper: Ask students to address wicked problems in your discipline 
  • Creative artifact: Students design artifacts such as a digital exhibit, website, podcast, or short documentary grounded in research 
  • Community engaged research: Students partner with a local organization to solve a practical problem 
  • Computational or simulation-based research: Students compute a data set (or part of one) and analyze it 
  • Student-designed product: Students design a model, system, or tool (physical or digital) informed by research 
  • Cross cultural comparison project: Students compare issues/phenomena across cultures, countries, or global systems 
  • ePortfolio: Students build an ePortfolio over a semester or program, curating their work, reflecting on growth, connecting to future goals 
  • Traditional empirical research: Students analyze secondary data or open data sets  
  • Survey or interview research: Students design and administer a survey or interview protocol to explore aspects of the course that pique their interests 

Certainly, the context of your courses, such as the number of enrolled students, will factor in whether undergraduate research as a pedagogical strategy works for you. For more information about undergraduate research as a pedagogical strategy, aligning your student learning outcomes with undergraduate research projects, or scaffolding and assessing research assignments, please stop by the Coulter Faculty Commons at Hunter Library 172, call us at 828.227.7196, or make an appointment. For questions about undergraduate research compliance and human subject compliance, contact the Office of Research Administration at irb@wcu.edu or 828.227.2921. For more information about RASC, contact Suzanne Melton at scmelton@wcu.edu or 828.227.2575.