Trauma-Informed Higher Education
Fostering Systemic Change Across Disciplines
Will be published approx. on 18. March 2026
Book
Hardback
320 pages
978-1-83662-437-0 (ISBN)
Description
Trauma-Informed Higher Education: Fostering Systemic Change Across Disciplines showcases how higher education, infused with trauma-informed practices, has the potential to foster social justice and contribute to social change by integrating a nuanced understanding of trauma into curriculum, pedagogy, research, and organisational structures in higher education.
The contextualisation of trauma-informed practices within Australian higher education settings is a distinctive aspect of this exploration. Each chapter explores the cultural, social, and institutional dynamics unique to the Australian context, offering insights that are tailored to the specific needs and challenges within this educational landscape, yet at the same time offers valuable insights to the international community. Ultimately, this book is a beacon for those committed to cultivating educational and organisational practices that honour the lived experiences of students and staff.
Trauma-Informed Higher Education: Fostering Systemic Change Across Disciplines provides a practical roadmap for implementation of specific trauma-informed practices in higher education across diverse disciplines, appealing to academics from various fields looking to integrate research findings into their teaching methodologies and curriculum development. Higher education staff with a commitment to social justice and equity in education will find this book particularly appealing as it explores how trauma-informed practices can contribute to dismantling systemic inequalities and effect societal change.
The contextualisation of trauma-informed practices within Australian higher education settings is a distinctive aspect of this exploration. Each chapter explores the cultural, social, and institutional dynamics unique to the Australian context, offering insights that are tailored to the specific needs and challenges within this educational landscape, yet at the same time offers valuable insights to the international community. Ultimately, this book is a beacon for those committed to cultivating educational and organisational practices that honour the lived experiences of students and staff.
Trauma-Informed Higher Education: Fostering Systemic Change Across Disciplines provides a practical roadmap for implementation of specific trauma-informed practices in higher education across diverse disciplines, appealing to academics from various fields looking to integrate research findings into their teaching methodologies and curriculum development. Higher education staff with a commitment to social justice and equity in education will find this book particularly appealing as it explores how trauma-informed practices can contribute to dismantling systemic inequalities and effect societal change.
More details
Series
Language
English
Place of publication
Bingley
United Kingdom
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 157 mm
Thickness: 21 mm
Weight
582 gr
ISBN-13
978-1-83662-437-0 (9781836624370)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Person
Lyra L'Estrange is a Senior Lecturer in the School of Education, Queensland University of Technology, Australia. Lyra's research and teaching in trauma aware education contributes to redefining support systems for children and adolescents living with the outcomes of complex trauma. Lyra uses her research experience in public health to translate trauma-informed principles into the education space, supporting the understanding of how learning and development is affected by complex trauma. Lyra has worked with parents, educators, and community organisations since 2014 delivering trauma-informed education.
Content
Foreword; Carmel Hobbs
Introduction to volume: Trauma-Informed Higher Education: Fostering Systemic Change across Disciplines; Lyra L'Estrange
Section 1. Institutional Perspectives
Chapter 1. First Nations Perspectives on Trauma-Informed Practice in Higher Education; Nicole Simone, Francis Bobongie-Harris, Shanelle Fiaalii, and Tony Dreise
Chapter 2. Unified Resolve, Dissociated Parts: Academic and Professional Perspectives of Trauma-Informed Practice at a Regional Australian University; Kate Cantrell, India Bryce, Jessica Gildersleeve, and Janice Carello
Chapter 3. Microaggressions, Trauma, and Trauma-Informed Education in Higher Education; Rachel Leslie and Glenys Oberg
Chapter 4. Toward a Trauma-Informed Community of Tertiary Educators through Professional Development; Lauren Woodlands and Freya Wright-Brough
Section 2. Research-Informed Practice
Chapter 5. Designing Trauma-Informed Online Learning: A Framework for Higher Education; Angela Carden, Mimi Tsai, and Meegan Brown
Chapter 6. Fostering Supportive Higher Education through Trauma-Informed Curriculum and Pedagogy; Rebecca Spooner-Lane, Lyra L'Estrange, Judith Howard, Meegan Brown, Nerida Spina, Jodi Death, and Jordie Bowyer
Chapter 7. Working with "Offenders": Developing Empathy and Trauma Awareness in University Students; Victoria Nagy and Katherine Ibbott
Chapter 8. Using the Trauma-Informed Matrix as a Mapping Tool: A Case Study in Law; Kelley Burton, Susan Rayment-McHugh, and Alexandra Sharp
Section 3. Conceptual and Theoretical Models
Chapter 9. Trauma-Informed Postgraduate Research and Supervision: Starting Points for Research and Practice; Katrina McChesney OPEN ACCESS
Chapter 10. Integrating Trauma-Informed Practice into Initial Teacher Education: Challenges and Recommendations; Glenys Oberg
Chapter 11. Conceptualising and Implementing Trauma-Informed Practice in Higher Education; Elspeth Stephenson and Robyn McCarthy
Chapter 12. Trauma-Informed Health Professional Education (TI-HPE): A Conceptual Model; Catherine Olweny
Chapter 13. Psychology and Counselling Undergraduate and Graduate Students Traversing the Divide Between Personal and Professional Worlds; Emma-Lee Steindl and Joshua Wang
Chapter 14. Developing National Guidelines for Trauma-Aware Higher Education in Australia; Lyra L'Estrange, Marcelle Cacciattolo, and Judith Howard
Concluding words: Reimagining Higher Education through a Trauma-Informed Lens; Lyra L'Estrange
Introduction to volume: Trauma-Informed Higher Education: Fostering Systemic Change across Disciplines; Lyra L'Estrange
Section 1. Institutional Perspectives
Chapter 1. First Nations Perspectives on Trauma-Informed Practice in Higher Education; Nicole Simone, Francis Bobongie-Harris, Shanelle Fiaalii, and Tony Dreise
Chapter 2. Unified Resolve, Dissociated Parts: Academic and Professional Perspectives of Trauma-Informed Practice at a Regional Australian University; Kate Cantrell, India Bryce, Jessica Gildersleeve, and Janice Carello
Chapter 3. Microaggressions, Trauma, and Trauma-Informed Education in Higher Education; Rachel Leslie and Glenys Oberg
Chapter 4. Toward a Trauma-Informed Community of Tertiary Educators through Professional Development; Lauren Woodlands and Freya Wright-Brough
Section 2. Research-Informed Practice
Chapter 5. Designing Trauma-Informed Online Learning: A Framework for Higher Education; Angela Carden, Mimi Tsai, and Meegan Brown
Chapter 6. Fostering Supportive Higher Education through Trauma-Informed Curriculum and Pedagogy; Rebecca Spooner-Lane, Lyra L'Estrange, Judith Howard, Meegan Brown, Nerida Spina, Jodi Death, and Jordie Bowyer
Chapter 7. Working with "Offenders": Developing Empathy and Trauma Awareness in University Students; Victoria Nagy and Katherine Ibbott
Chapter 8. Using the Trauma-Informed Matrix as a Mapping Tool: A Case Study in Law; Kelley Burton, Susan Rayment-McHugh, and Alexandra Sharp
Section 3. Conceptual and Theoretical Models
Chapter 9. Trauma-Informed Postgraduate Research and Supervision: Starting Points for Research and Practice; Katrina McChesney OPEN ACCESS
Chapter 10. Integrating Trauma-Informed Practice into Initial Teacher Education: Challenges and Recommendations; Glenys Oberg
Chapter 11. Conceptualising and Implementing Trauma-Informed Practice in Higher Education; Elspeth Stephenson and Robyn McCarthy
Chapter 12. Trauma-Informed Health Professional Education (TI-HPE): A Conceptual Model; Catherine Olweny
Chapter 13. Psychology and Counselling Undergraduate and Graduate Students Traversing the Divide Between Personal and Professional Worlds; Emma-Lee Steindl and Joshua Wang
Chapter 14. Developing National Guidelines for Trauma-Aware Higher Education in Australia; Lyra L'Estrange, Marcelle Cacciattolo, and Judith Howard
Concluding words: Reimagining Higher Education through a Trauma-Informed Lens; Lyra L'Estrange