Implementing Trauma-Informed Pedagogy in Postsecondary Classrooms: Developing a Handbook for Instructors

Abstract

As international student populations in Canadian universities continue to grow, there is an urgent need for teaching approaches that address the unique challenges these students face in higher education. While trauma-informed pedagogy has gained recognition in educational settings, existing resources rarely address the needs of international and ESL students in multicultural contexts. This study developed a comprehensive handbook for postsecondary instructors working with international students, integrating trauma-informed pedagogical principles with multicultural education practices. Using a mixed-methods approach, the study combined a systematic literature review of trauma-informed practices with semi-structured interviews of five international students enrolled in a Master’s program at a Canadian university. Interviews explored students’ classroom experiences through the lens of Substance Abuse and Mental Health Services Administration’s (SAMHSA) six principles of trauma-informed care: safety; trustworthiness and transparency; peer support and collaboration; empowerment, voice, and choice; cultural, historical, and gender considerations; and emotional well-being. Findings revealed that international students’ sense of safety was influenced by both internal language barriers and external classroom factors, with instructor behaviours playing a crucial role in creating inclusive environments. Students valued transparency in learning expectations while navigating transitions from teacher-centered to learner-centered educational systems. Collaborative learning enhanced their experiences when groups were intentionally diversified, and cultural identity recognition significantly impacted their motivation and engagement. Students emphasized the importance of being acknowledged by their instructors of their progress and migration experiences, alongside institutional support. The resulting handbook combines trauma-informed care with multicultural education approaches, providing evidence-based strategies specifically tailored for international and ESL student populations. Organized around SAMHSA’s principles, the handbook introduces relevant concepts and practical tools that guide educators in creating trauma-informed, culturally responsive classrooms. This resource addresses a critical gap by offering concrete, specialized guidance for supporting the growing international student population in higher education settings.