Every generation has been affected by trauma, but Generation Z is in a unique position as social media and the internet have made traumatic experiences unavoidable. Gen Z adults are exposed to current events from all over the world every time they open an app.

In addition to the increased exposure, schools in the United States have had to prepare students for a variety of emergencies, ranging from fire drills to active shooter lockdown drills, throughout their academic careers. A report by the American Psychological Association concluded that Gen Z members are 27% more likely to report their mental health as fair or poor and are 37% more likely, along with millennials (35%), to report they have received therapy from a mental health professional (2019). Additionally, the COVID-19 pandemic also impacted every aspect of daily life worldwide, resulting in isolation, increased anxiety, and depression. This collective trauma has contributed to a significant increase in mental health diagnoses in Generation Z adults.

Why is this relevant to higher education? The US experiences a 40% college dropout rate every year, with 30% dropping out within their first year (ThinkImpact, 2023). Research indicates that childhood trauma and the resulting stress play a significant role in college outcomes. Studies suggest that increased childhood trauma decreases the chances of a student completing higher education. Among college students, 63% reported experiencing overwhelming anxiety in the past year, up from 50% in 2011, according to the American College Health Association. In a study published in the Journal of Interpersonal Violence, researchers found that 85% of college students have experienced at least one traumatic event in their lifetime. These statistics, along with the increase of traumatic situations, emphasize the significance of assisting students who may have experienced trauma prior to or during college.

Steps to Ensure a Trauma-Informed Approach

1. Understanding Trauma

The first step in creating a trauma-informed in-person or online classroom is to understand what trauma is and how it affects individuals. Trauma is an emotional and physical response to a distressing event, such as violence, or an evolving threat over an extended period of time (e.g., neglect), that can leave survivors feeling unsafe, helpless, and anxious. There are three types of trauma: emotional, complex, and secondary. Emotional trauma is the result of experiences or events that leave survivors feeling unsafe and threatened. Complex trauma is a bit different in that it comes from experiencing different negative events such as natural disasters or living in a threatening area, leaving the survivor with feelings of loss of control and/or trapped. The third type of trauma is called secondary trauma. Secondary trauma involves witnessing a traumatic event that did not necessarily happen to us directly, such as witnessing domestic violence throughout childhood.

The effects of trauma can be long-lasting, subtle, and/or destructive. Trauma and its consequences can have a negative impact on a person's mental and physical health, behavior, and social relationships. Educators must understand how trauma affects students' learning, behavior, and overall well-being.

2. Fostering a Safe and Supportive Environment

Creating a safe and supportive learning environment, whether online or in-person, is critical for postsecondary educators. Trauma can make people feel unsafe and threatened, which can impair their ability to learn. Educators must create a welcoming, supportive, and non-threatening learning environment and community. In order to achieve this, they can use inclusive language and create a safe environment where students can express their concerns and cultivate relationships with one another.

3. Using Trauma Sensitive Language

It is essential for educators to think about the language they use and the impact it may have on their students. In traumatized students, certain words and phrases can elicit negative emotional responses. Educators' language should be neutral, nonjudgmental, and free of stigmatizing terms. One example of sensitive language is the use of the word "survivor" rather than "victim." Educators should also avoid using language that minimizes or dismisses a student's experience or emphasizes the negative. Instead, begin by listening and only offer advice when asked.

4. Emphasizing Choice and Control

Trauma can make a person feel like they have no control over their lives. By emphasizing choice and control in learning, postsecondary educators can help students feel empowered. The best way to accomplish this is through giving students options in their assignments. This includes allowing them to choose the format of their assignments and provide feedback on the course structure and content.

5. Focusing on Strengths

Postsecondary educators should focus on the strengths of their students rather than their weaknesses. Trauma can create a sense of powerlessness, which can lead to feelings of low self-worth and self-esteem. Educators should highlight the strengths of their students and provide positive feedback on their work. This can help build self-confidence and promote a sense of accomplishment.

6. Offering Predictability and Consistency

Trauma can make individuals feel like their world is unpredictable and chaotic. Postsecondary educators can help students feel more secure by offering predictability and consistency in their learning environment. This can be done by setting clear expectations and providing a predictable schedule for assignments and assessments online ahead of time. Additionally, educators should provide students with advance notice of any changes in the course structure or schedule via email or posting on the class discussion board.

7. Creating Opportunities for Self-Care

Self-care is crucial for individuals who have experienced trauma. Postsecondary educators should encourage students to practice self-care and provide opportunities for them to do so. This can be done by providing resources for mental health support, offering mindfulness activities, and promoting healthy habits such as exercise and adequate sleep.

8. Building Community

Building a sense of community in the classroom is essential for postsecondary educators. Trauma can create a sense of isolation and disconnection, which can make it difficult for individuals to connect with others. Educators can promote a sense of community by providing opportunities for collaboration and group work, creating a supportive classroom culture, and promoting positive relationships between students.

Trauma Informed Instruction in the Online Classroom

While online classes present unique challenges, the recommendations for a trauma-informed approach can be modified to assist learners online. Setting clear expectations for respectful communication, addressing any hurtful posts, and giving students the chance to speak privately with the instructor if any activities cause them distress are critical steps. Additionally, tools that provide individualized support and outreach to instructors in the event of academic warning signs like missed coursework are critical.

Conclusion

It is crucial for educators to establish trauma-informed learning environments as Gen Z adults embark on their post-secondary school journey. While educators cannot control the extent to which their students are exposed to distressing events, they can help students understand trauma and its effects on their lives. Educators can support their students by understanding the impact of trauma on learning, providing predictability and consistency, encouraging self-care, and cultivating a sense of community. Adopting these strategies allows this resilient generation to pursue their goals while also embracing their strengths.

Sources

1. Understanding Trauma: National Child Traumatic Stress Network. (2018). About Child Trauma. Retrieved from https://www.nctsn.org/what-is-child-trauma/about-child-trauma
2. Creating a Safe and Supportive Environment: EdSurge. (2018). What Trauma-Informed Teaching Looks Like. Retrieved from https://www.edsurge.com/news/2018-07-02-integrating-sel-equity-and-trauma-work-for-multiplied-success
3. Using Sensitive Language: The University of Texas at Austin. (n.d.). Trauma-Informed Language. Retrieved from https://www.cmhc.utexas.edu/wellbeing/images/guidebook.pdf
4. Emphasizing Choice and Control: Edutopia. (2018). Trauma-Informed Teaching Strategies. Retrieved from https://www.edutopia.org/article/how-and-why-trauma-informed-teaching
5. Focusing on Strengths: Harvard Graduate School of Education. (2017). Focusing on Students' Strengths. Retrieved from https://www.gse.harvard.edu/news/ed/18/01/troublemakers
6. Offering Predictability and Consistency: Association for Supervision and Curriculum Development. (2019). Trauma-Informed Teaching. Retrieved from https://www.ascd.org/el/articles/trauma-informed-teaching-strategies
7. Creating Opportunities for Self-Care: Teaching Tolerance. (2018). Trauma-Informed Teaching: Self-Care. Retrieved from https://www.learningforjustice.org/sites/default/files/2018-09/TT-Higher-Education-Report-FINAL.pdf
8. American College Health Association. (2019). National College Health Assessment.
9. Twenge, J. M. (2017). iGen: Why today's super-connected kids are growing up less rebellious, more tolerant, less happy--and completely unprepared for adulthood--and what that means for the rest of us. Atria Books.
10. Lecy, N., Osteen, P. The Effects of Childhood Trauma on College Completion. Res High Educ 63, 1058–1072 (2022). https://doi.org/10.1007/s11162-022-09677-9
11. Heath, Melissa & Ryan, Katherine & Dean, Brenda & Bingham, Rebecka. (2007). History of School Safety and Psychological First Aid for Children. Brief Treatment and Crisis Intervention. 7. 206-223. 10.1093/brief-treatment/mhm011.
12. Bethune, S. (2019, January). Gen Z more likely to report mental health concerns. Monitor on Psychology. Retrieved March 23, 2023, from https://www.apa.org/monitor/2019/01/gen-z
13. https://www.thinkimpact.com/college-dropout-rates/

Dr. Justin Louder was the main author on this piece, with Briana McTigue contributing.