Self-care as an Essential Part of Trauma-informed Educational Practice and Policy in Graduate Education

Abstract

This chapter argues for the integration of a trauma-informed approach in higher education, with a particular emphasis on self-care. The conceptual backgrounds for trauma-informed practice and the emergence of the concept of self-care are outlined. Focusing primarily on graduate education, the authors describe stress, trauma, and mental health issues among students and faculty, the rationale for a trauma-informed approach in education, and the role of self-care within it. This chapter aligns with and extends previous calls for creating cultures of self-care that prioritize and promote, both explicitly and implicitly, self-care for students, faculty, staff, and administrators. To create true cultures of self-care within higher education, all levels of educational programming need to be addressed, including accreditation standards, institutional policies and practices, educational programs, classroom instruction, mentorship, and internships. Self-care must be modelled and taught to students, but also destigmatized and supported for everyone working in higher education.