Abstract
AbstractAs higher education practitioners, it can feel like our growing awareness of the prevalence and impact of trauma makes us responsible for the care of faculty, staff, and students in the learning environment even when we feel inadequate in doing so. As both an educator and clinician, I am aware of how difficult it might be to identify and address this in classrooms and on college campuses. This article provides some background about how trauma manifests and offers recommendations for engaging in trauma‐informed practices with students.
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