Research & Publications

Editors:  Jason Lynch, Emily Berger, & Anita Padmanabhanunni

Year:  2026

Summary:  Amidst the vibrancy of college life, the unspoken shadow of trauma significantly influences student well-being and success. Trauma-Informed Practice in Higher Education is a profound exploration of trauma's intricate interplay with higher education. Beyond laying bare the deep-rooted intricacies of trauma, from its physiological underpinnings to its sociocultural implications, the book presents transformative strategies for fostering compassionate, culturally-aware student support services. It not only pioneers trauma-informed pedagogical methods but also delves into faculty training, advocating for a comprehensive educational approach grounded in safety and adaptability. The discourse culminates in a visionary examination of organizational leadership, emphasizing the ripple effects of trauma within institutions and the pressing need for resilience and stringent assessments. A resonant epilogue completes this call to arms, urging colleges to champion a new era marked by empathy, insight, and holistic growth.

Link: https://www.bloomsbury.com/us/traumainformed-practice-in-higher-education-9781350525030/

Editors:  Jason Lynch & Charmion Rush

Year:  2024

Summary:  U.S. colleges and universities are rapidly diversifying. In 2018, the U.S. Census Bureau estimated that nearly half of undergraduate students were of non-white racial identities, with that number only increasing for future generations. This increase in diversity holds true for many other identity groups. Yet, faculty demographics remain disproportionately white and male. For years, students have called for institutions of postsecondary education to support their success through adopting more culturally relevant practices for teaching and learning. Scholarship on student success in college has also echoed this call. Developing Culturally Responsive Learning Environments in Postsecondary Education was developed to help postsecondary educators answer this call through a multilayered view of student support within the college classroom and beyond.

Specifically, this book features twenty-three chapters divided into four parts. Each part corresponds with four thematic areas identified as an important component in developing culturally responsive learning environments: unpacking educator cultural competence; learning experiences of the 21st century college student; culturally responsive teaching and instruction; and transforming curriculum, content, and environments. Authors representing diverse backgrounds and institutional contexts come together to offer their own scholarly and practical expertise to tackle issues ranging from combating implicit bias and building cultural competence to exploring specific student experiences and practical ways to implement culturally responsive pedagogies. In addition to each chapter, this volume provides a companion case scenario exercise for you to directly apply the content from the book. Ultimately, we hope this book provides you with a meaningful starting place to help you honor the diversity of your students and support their success within your learning context.

Link: https://www.infoagepub.com/products/Developing-Culturally-Responsive-Learning-Environments-in-Postsecondary-Education

Authors:  Shawn Ricks & Jason Lynch

Year:  In Press

Abstract:  As the national youth mental health crisis continues to impact campuses, HBCUs have not been immune. Despite the critical role HBCUs play in providing safety and social mobility for Black students, the ways in which they address student mental health wellbeing remains underexplored. To that end, this study uses Alexander Astin’s Input-Environment-Output model to explore the interplay between first-year HBCU students with a lived history of trauma and their institutional environments on mental health wellbeing and academic success. Basic qualitative design was utilized to collect and analyze semi-structured interviews for 22 student participants. Four meta-themes including: Layered Experiences of Trauma, Mental Health Awareness, Relationships & Wellbeing, and Disconnect Between Institutional Approaches & Student Experiences. Implications are discussed for how HBCU leaders may enhance student support to better promote mental health wellbeing and academic success.

Link: TBD

Authors:  Jason Lynch, James Hairston, Shawn Ricks, & Jillian Sturdivant

Year:  In Press

Abstract:  As the college student mental health crisis continues, the role of campus housing organizations has been underexplored as a means to facilitate positive mental health for students. Moreover, this topic has not been explored through the lens of housing organizations at HBCUs. This study sought to fill this gap by understanding the mediating effects of positive residential relationships on mental health wellbeing for a sample of first-year college students across 3 HBCUs (n=547). Results indicated a moderate mediating effect, underscoring the importance of campus housing’s role in developing community as a means to promote positive mental health wellbeing. Implications for practice and future scholarship are discussed. 

Link: TBD

Authors:  Chelsea Pratt & Jason Lynch

Year:  2024

Abstract:  In this critical quantitative study, we used regression with moderation analysis to investigate the factors that exacerbated or mitigated plurisexual (bisexual and queer) student affairs educators’ workplace trauma responses during COVID-19. Using the concept of monosexism and critical trauma theory, we assessed distinctions amongst 914 monosexual and plurisexual student affairs educators’ experiences with workplace trauma, finding a significant moderation effect of plurisexuality when it came to institutional leadership support’s prediction of workplace trauma response. Implications for student affairs research and practice are also discussed.

Link: https://doi.org/10.1080/15299716.2024.2376877

Authors:  Chris Bottoms, Jason Lynch, Julie Hasson, & Shawn Ricks

Year:  2024

Abstract:  Before the age of 18, 60% of U.S. youth are estimated to have experienced at least one adverse childhood experience (ACE), with 1 in 6 experiencing four or more ACEs. This study sought to uncover the ways in which school principals understand and enacted ways to support students that have experienced trauma. Using grounded theory methods (n=15), we explored how school principals utilize trauma-informed leadership as a means to support students. The impact of this study may help in the revision of how school principals are evaluated, professional development for school principals, and the academic preparation for school administration candidates.

Link: https://doi.org/10.62608/2164-1102.1159

Authors:  Pam Hanks, Mitch Williams, & Jason Lynch

Year:  2024

Abstract:  Students with Autism Spectrum Disorder (ASD) are one of the fastest growing groups at the community college, and supporting faculty members who teach students with ASD is a challenge for college leaders. Faculty members need a knowledge base about these students as well as the pedagogical practices that lead to their success. There have been no instruments, however, specifically designed to explore community college faculty members knowledge about students with ASD and the instructional methods to support them. This paper presents the development of an instrument assessing faculty members knowledge about students with ASD and the pedagogical practices to help them succeed. The instrument also addresses faculty members preferences for professional development to enhance ASD student success. Implications for community college leaders are presented, including the using instrument to develop systematic professional development plans – involving both full-time and adjunct faculty – to improve instruction for ASD students.

Link: https://doi.org/10.1080/10668926.2024.2330079 

Authors:  Jason Lynch & Chelsea Gilbert

Year:  2023

Abstract: The COVID-19 pandemic placed an immense amount of stress on student affairs professionals, who were exposed to numerous potentially traumatic events as a result of changing workplace environments, health and safety risks, and their emotional support of students. This study explored the impact of supervisor emotional maturity on supervisee trauma exposure response through the mediating effect of psychological safety for a sample of student affairs professionals employed at 4-year institutions. Results indicated that supervisees who felt that their supervisors were more emotionally mature felt more psychologically safe and that this psychological safety predicted lower adverse reactions to both primary and secondary traumatic stress in workplace contexts. Implications for the training and development of student affairs supervisors are explored, as well as for further research into the construct of emotional maturity as it relates to supervision.

Link: http://doi.org/10.1353/csj.2023.a916690

Authors:  Jason Lynch & Krista Wojdak

Year:  2023

Abstract: While trauma-inclusive approaches to student learning have been well documented in K–12 contexts, postsecondary education has done little to incorporate trauma-inclusive pedagogy into college classrooms. Using a sample (n = 529) of graduate and undergraduate students at a public rural-serving regional serving university, this study aims to explore differences in students’ perception of academic success in courses where trauma-inclusive practices were used and courses where these practices were not. Findings provide evidence that students felt more successful in courses where trauma-inclusive practices were used. Additionally, researchers were able to demonstrate that differences in perceptions of success were more pronounced between students who have been exposed to traumatic life experiences, particularly in the course where participants felt the least successful. Implications for future research, practice, and models of educational development are discussed.

Link: http://doi.org/10.3998/tia.2634

Authors:  Jason Lynch, Peggy Gesing, & Natalie Cruz

Year:  2023

Abstract: This study explored the predictive relationship among international student trauma responses, visa status anxiety, and perceived institutional support. Researchers also sought to understand the relationship between help seeking behaviors and trauma exposure responses. Participants: International students (n = 172) from U.S. colleges and universities enrolled since March 2020. Methods: Data were collected via an electronic survey administered during the fall 2020 academic term. Results: The model was found to be significant, explaining 67% of the variance of student trauma responses. Anxiety surrounding students’ ability to stay in the U.S. was found to be the greatest contributor to the model. Additionally, particular clusters of trauma symptomatology were significantly correlated with help seeking from specific individuals within student networks. Finally, students reported moderate levels of mental health help seeking behaviors, with friends and family being the most likely sources sought out for help. Conclusions: Despite focus on students’ health and wellness concerns related to the COVID-19 pandemic, visa policy uncertainty was a primary driver of self-reported trauma symptomatology at the onset of the pandemic.

Link: https://doi.org/10.1080/07448481.2023.2166350

Author:  Jason Lynch

Year:  2022

Abstract: Objective: This study explored the predictive relationship among international student trauma responses, visa status anxiety, and perceived institutional support. Researchers also sought to understand the relationship between help seeking behaviors and trauma exposure responses. Participants: International students (n = 172) from U.S. colleges and universities enrolled since March 2020. Methods: Data were collected via an electronic survey administered during the fall 2020 academic term. Results: The model was found to be significant, explaining 67% of the variance of student trauma responses. Anxiety surrounding students’ ability to stay in the U.S. was found to be the greatest contributor to the model. Additionally, particular clusters of trauma symptomatology were significantly correlated with help seeking from specific individuals within student networks. Finally, students reported moderate levels of mental health help seeking behaviors, with friends and family being the most likely sources sought out for help. Conclusions: Despite focus on students’ health and wellness concerns related to the COVID-19 pandemic, visa policy uncertainty was a primary driver of self-reported trauma symptomatology at the onset of the pandemic.

Link: https://doi.org/10.1080/07448481.2023.2166350

Author:  Jason Lynch

Year:  2022

Abstract: It is estimated that over half of college student affairs practitioners support students through traumatic life events on at least a monthly basis. This level of trauma exposure leaves professionals at risk of experiencing secondary traumatic stress (STS), or the distress that results from helping, or wanting to help, a person experiencing trauma. Unfortunately, little is known about the impact of this phenomenon within the context of student affairs work. This article seeks to shed light on the nature and impact of STS within the context of college student affairs work, as well as explore ways to identify and address the negative impacts of professional helping. The article ends with practical recommendations for individual practitioners, supervisors, organizational leaders, and the profession at-large.

Link: https://doi.org/10.1002/ss.20416

Author:  Jason Lynch

Year:  2021

Abstract: As K-12 educators were called to transition schools online amidst the onset of the COVID-19 global pandemic, they were expected not only to support students in significantly different contexts, but also to manage their own personal reactions in an environment of fear and potential threat to health and safety. While emerging research has sought to understand the impact of COVID-19 on the K-12 landscape, most studies focus on issues impacting academic performance and well-being of students. In this paper, the author sought to explore the extent to which educators in North Carolina self-reported trauma exposure responses as well as the impact their roles had on the degree to which they experienced these responses. Results indicated concerning levels of trauma responses among educators, as well as a significantly higher rate of trauma response for teachers and staff as compared to administrators. Implications for further research, policy, and practice are discussed.

Link: https://journals.charlotte.edu/jaepr/article/view/1316

Author:  Jason Lynch & Chris Glass

Year:  2020

Abstract: Student affairs professionals are often called upon to act as first-responders to students experiencing trauma, leaving them exposed to secondary traumatic stress. In this study, I used phenomenological methods supported by an arts-based research exercise to explore the experiences and meaning making processes of student affairs professionals who have supported students through traumatic life events. The findings explore major themes, including the role of organizational influence on maladaptive views of student support, the impact of support work on personal wellness, self-efficacy in trauma support, and dimensions of social support. Implications for practice and further research are discussed.

Link: http://doi.org/10.1353/rhe.2020.0030

Author:  Jason Lynch, Betty Perry, Chalena Googe, Jessica Krachenfels, Kari McCloud, Brianna Spencer-Tyree, Robert Oliver, & Katherine Morgan

Year:  2020

Abstract: 

Link: https://doi.org/10.1108/SGPE-05-2019-0049

Author:  Jason Lynch

Year:  2019

Abstract: 

Link: 

Author:  Jason Lynch

Year:  2019

Abstract: 

Link: 

Author:  Jason Lynch & Chris Glass

Year:  2019

Abstract: 

Link:  https://doi.org/10.1080/19496591.2018.1474757

Author:  Kris DePedro, Jason Lych, & Monica Esqueda

Year:  2018

Abstract: 

Link:  https://doi.org/10.1080/19496591.2018.1474757

Author:  Jason Lynch 

Year:  2017

Abstract: 

Link:  

Author:  Kimberly Glass, Chris Glass, & Jason Lynch 

Year:  2017

Abstract: 

Link:  https://eric.ed.gov/?id=EJ1101842

Authors:  Jason Lynch & Leah Ward 

Year:  2024

Abstract: 

Link:  https://www.naspa.org/book/student-affairs-professional-preparation-a-scholar-practitioner-guide-to-contemporary-topics

Authors:  Jason Lynch

Year:  2023

Abstract: 

Link:  https://www.routledge.com/Arts-Based-Research-Across-Textual-Media-in-Education-Expanding-Visual/DeHart-Hash/p/book/9781032279077

Authors:  Jason Lynch

Year:  2023

Abstract: 

Link:  https://www.infoagepub.com/products/Developing-Culturally-Responsive-Learning-Environments-in-Postsecondary-Education

Authors:  Jason Lynch & Chateé Richardson

Year:  2023

Abstract: 

Link:  https://www.infoagepub.com/products/Developing-Culturally-Responsive-Learning-Environments-in-Postsecondary-Education

Authors:  Jody Kunk-Czaplicki & Jason Lynch

Year:  2021

Abstract: 

Link:  https://myersedpress.presswarehouse.com/browse/book/9781975503437/Children-and-Trauma

Authors:  Jason Lynch & Kerry Klia

Year:  2020

Abstract: 

Link:  https://www.routledge.com/Creating-Sustainable-Careers-in-Student-Affairs-What-Ideal-Worker-Norms-Get-Wrong-and-How-to-Make-It-Right/Sallee/p/book/9781620369517