First Nations Perspectives on Trauma-informed Practice in Higher Education

The story of survival, determination, and enduring deep connection amongst First Nations people to ‘Country’ in Australia is a remarkable one; especially when witnessed against a backdrop of colonisation, removal from Country and language, dispossession of lands, and stolen children. A chain of post-colonial events and contemporary socio-political and economic factors has generated considerable trauma in First Nations communities. Such trauma extends to many First Nations students enrolled in Australian universities. This chapter defines and examines trauma from First Nations perspectives. It considers complex, intergenerational, and transgenerational trauma and how it influences and impinges upon success amongst First Nations higher education (HE) students and staff. The authors argue that developing and delivering trauma-informed practices and culturally safe learning environments are essential in a wider quest for student well-being and success. Furthermore, the chapter highlights that First Nations-related research often needs to be trauma-informed by embracing First Nations-led and community participatory action research. The deployment of Indigenist research methods and relationally driven research can support both First Nations and non-Indigenous scholars in their academic and intercultural growth. The chapter is written from First Nations perspectives (the authors have over 100 years of combined experience in Indigenous affairs, research, and education). By drawing upon both lived and professional experiences, the authors also garner international and local evidence to identify respectful and culturally appropriate ways to work with trauma, and through trauma, to secure First Nations peoples’ rightful place in university education in Australia.