Abstract
Trauma-informed approaches serve as an essential framework for human service organizations and are now being applied in education settings, including higher education institutions (HEIs). The increasing incidence of traumatic events, including the global pandemic of COVID-19 and the systemic violence against persons of color, has prompted HEIs to examine how culture and inclusivity are conceptualized in the curriculum and reflected in institutional policy and programming. Within this context, there is a need to identify how trauma-informed approaches at HEIs can be culturally responsive. This article briefly summarizes evidence supporting the rationale for trauma-informed approaches at HEIs and how culture has historically been addressed through cultural competency and cultural humility. Cultural sensitivity and responsiveness are then conceptualized from a trauma-informed lens as informed by the literature. Finally, key concepts and theory relevant to applying culturally responsive trauma-informed approaches at HEIs are defined, with recommendations for policy, research, and practice.
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