Hispanic students in higher education: A case for trauma informed approaches

Abstract

ABSTRACT This secondary study focused on Hispanic college students’ experiences with the COVID-19 pandemic and their academic success with instructors who implemented trauma-informed approaches and sought to add to the knowledge base of the literature to support the necessity of establishing trauma-informed policies and pedagogical practices in Hispanic Serving Institutions (HSIs). Data from an exploratory study conducted in the summer 2020 semester at a small, private, HSI was utilized (N = 309). Most participants were Hispanic Nonwhite (65%). Results indicate that among all racial/ethnic group participants, Hispanic participants were more likely to have experienced a family member or close friend who died from the COVID-19 virus, X 2 (3, N = 297) = 10.1, p= .017. Additionally, Hispanic participants reported an increase in stress (44%), anxiety (38%), and depression (29%). Finally, there was a statistically significant difference in Hispanic participant expected grade outcomes compared to all other races when instructors implemented trauma-informed practices X2 (1, N = 234) = 5.964, p = .01. The ultimate goal of higher education institutions is to ensure academic success for students. Utilizing trauma-informed approaches in higher education will help generate safe, supportive, and respectful environments that have been shown to positively effect academic success.