Designing Trauma-informed Online Learning: A Framework for Higher Education

This chapter presents a unique framework for trauma-informed online learning design, specifically tailored for asynchronous learning environments in higher education. As the demand for online learning grows, there is an increasing need to design experiences that support students impacted by trauma, including those who have experienced child maltreatment and domestic violence. Unlike existing literature, which focusses on face-to-face or synchronous online learning, this framework addresses the specific challenges of creating trauma-informed asynchronous spaces where students feel safe, empowered, and connected. Building on trauma-informed principles from the Substance Abuse and Mental Health Services Administration (SAMHSA, 2014), this chapter introduces an evidence-based Trauma-Informed Online Learning Design Framework (TIOLDF). The framework was applied to a domestic violence programme at an Australian university. Through semi-structured interviews with educators and learning designers, the chapter explores the value of staff professional development and implementation of the TIOLDF in the domestic violence programme. The findings reveal that the TIOLDF was highly valued by participants, providing practical strategies for creating safe learning spaces and promoting student choice and empowerment in asynchronous learning environments. Notably, the framework provides versatility, offering applicable strategies for trauma-related fields and beyond, and adaptability across various educational roles and disciplines. The implementation of the framework fostered lasting changes in learning designers’ practices, leading to the development of supporting resources and incorporation into the learning designer onboarding process. This chapter highlights the value of the TIOLDF for its focus on asynchronous online learning, making it a significant contribution to the existing literature on trauma-informed education.