Microaggressions, Trauma, and Trauma-informed Education in Higher Education

This chapter explores the pervasive presence and impact of microaggressions in higher education, focussing on how these subtle, often unintentional, discriminatory actions can impact marginalised groups, including individuals of diverse races, genders, sexualities, disabilities, and socio-economic backgrounds. It begins by tracing the historical origins of microaggression research, highlighting the covert and dehumanising messages these interactions convey. Next, this chapter examines the way that microaggressions manifest in educational settings, such as classrooms and campuses, and the detrimental effect they have on students’ academic achievement, mental health, and social interactions. Through a trauma-informed lens, the chapter discusses how repeated exposure to microaggressions can lead to cumulative harm, including hypervigilance, cognitive depletion, and battle fatigue, with long-term implications for victims’ overall well-being. The chapter argues that recognising microaggressions as a form of trauma is essential for understanding their deep impact, and advocates for trauma-informed practices in higher education to mitigate these effects. By implementing policies, fostering cultural competency, and creating inclusive learning environments, educational institutions can address the systemic issues that perpetuate microaggressions, ultimately supporting students. The chapter calls for a shift from focussing solely on identifying microaggressions towards understanding how students in higher education settings are harmed by historical and current microaggressions. We encourage institutions to create safer, more inclusive spaces that will allow all students to succeed academically and socially.