Benefits & Barriers of Trauma-Informed Teaching
Benefits & Barriers of Trauma-Informed Teaching
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Figure 9. Benefits of Trauma-Informed Practice
Note. This information was compiled from “What is trauma informed practices, and how to implement in your school,” by A. Capozzi, 2021.
Increased psychological safety creates a classroom where learners take academic risk, share personal experiences, and engage without fear of judgement (McClintock et al., 2021).
Creating a safe environment for deep reflection and change (Marquart & Baez, n.d).
Trauma-informed methods (i.e. giving choice, fostering trust, community) align well with the conditions under which transformation is more likely (safety, openness, reflective space).
Figure 10. Principles, Relevance & Benefits to Trauma-Informed Care & Education
Note. This table showcases the supporting literature for benefits of trauma informed teaching and the relevance for practicing nurses.
Barriers to
Trauma-Informed Teaching
Figure 11. Barriers to Trauma-Informed Teaching
(Strobel Education, 2024)
Organizational
Lack of collaboration: Broken support systems.
Impact on Trauma-Informed Teaching: Inconsistent care for learners.
Lack of leadership buy-in: Leadership may not allocate time, training, or resources for trauma-informed implementation.
Impact on Trauma-Informed Teaching: Trauma-informed care remains optional and unsustainable; educators feel unsupported.
Fear of classroom destabilization: Educators or administrators worry that trauma-informed approaches (e.g., flexibility, restorative practices) will reduce classroom control or rigour.
Impact on Trauma-Informed Teaching: Creates resistance to change; maintains punitive or rigid systems that can harm trust and safety.
Cultural and contextual blind spots: School systems may overlook how trauma manifests differently across cultures, communities, or identities.
Impact on Trauma-Informed Teaching: Practices may unintentionally invalidate or alienate students from diverse backgrounds.
(Huo et al., 2023; Sweetman, 2025)
Research Knowledge
Limited graduate-level research: Scarce research on trauma-informed teaching practices in higher or adult education settings.
Impact on Trauma-Informed Teaching: Faculty lack evidence-based frameworks for supporting trauma-affected adult learners.
(Huo et al., 2023; Sweetman, 2025)
Educator Related
Insufficient training: Educators often lack structured training in trauma awareness and regulation strategies.
Impact on Trauma-Informed Teaching: Misinterpretation of trauma-related behaviors; inappropriate responses.
Limited trauma literacy: Even when trained, educators may not fully understand trauma science, secondary trauma, or developmental impacts.
Impact on Trauma-Informed Teaching: Leads to inconsistent application of strategies or superficial “checklist” approaches.
Compassion fatigue and burnout: Ongoing exposure to emotionally heavy situations without adequate support or boundaries.
Impact on Trauma-Informed Teaching: Decreases empathy, patience, and consistency; increases turnover and stress.
Educators' own trauma history: Teachers may carry unresolved trauma that is reactivated by learners stories or behaviors.
Impact on Trauma-Informed Teaching: Can lead to emotional overwhelm, boundary challenges, or secondary traumatization if unaddressed.
(Huo et al., 2023; Sweetman, 2025)
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