Prioritising relationship, community, and student-centered learning: a systematic literature review of trauma-informed pedagogy in higher education

A systematic literature review was conducted to identify and synthesise the current evidence base for best practice in trauma-informed pedagogy in higher education. A search was conducted using relevant terms: (a) ‘trauma-informed teaching’ or ‘trauma-informed pedagogy’, (b) ‘higher education’ or ‘college’ or ‘university’, and (c) ‘trigger warning’. Database searches, and further manual searches, yielded a total of 667 articles; of these, 17 studies satisfied the inclusion criteria. The data analysis identified three core themes: (1) Community and Connection; (2) Student-Centred Practice; and (3) Relational Approaches. The findings of this review contribute valuable knowledge to the understanding of best practice in trauma-informed pedagogy in higher education and emphasises the relevance of an intersectional lens to promote equitable and responsive practices that protect the safety and healing of the most vulnerable. This knowledge may reduce the risk of retraumatisation or secondary trauma among university students by providing educators with practical approaches to support wellbeing.