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Trauma-Informed Transformations in Higher Education:
Call for Submissions
Trauma-Informed Transformations in Higher Education: Integrating Principles Beyond the Classroom
Co-Editors
Janice Carello, PhD, LMSW, Pennsylvania Western University
Kimberly Hardner, DSW, LSW, Pennsylvania Western University
About the Project
We are seeking contributions for a collection of essays on trauma-informed approaches that extend beyond the classroom. Trauma-Informed Transformations in Higher Education: Integrating Principles Beyond the Classroom will bring together diverse voices exploring trauma-informed change efforts across higher education. While much of the existing work has focused on classroom teaching, this anthology looks beyond individual pedagogical practices to highlight how trauma-informed principles can shape programs, departments, policies, and institutions.
The volume aims to:
Showcase the creativity and commitment of educators, administrators, and staff who are integrating trauma-informed principles in varied contexts.
Share practical strategies, tools, and resources that others can adapt to their own settings.
Illuminate the struggles and successes of attempting systemic change in higher education.
Provide inspiration and guidance for institutions seeking to foster cultures of safety, trust, collaboration, empowerment, equity, and care.
Contribute to a growing movement to center well-being, resilience, and humanity in higher education.
Submission Categories
We are inviting several types of submissions to reflect the diverse ways trauma-informed approaches are being implemented in higher education.
Narratives of Change: First-person or collaborative narratives that spotlight the efforts of trauma-informed champions to initiate change beyond the classroom. Narratives may highlight struggles, successes, and lessons learned—whether or not the change effort was ultimately successful.
Principles, Frameworks, and Disciplinary Approaches: Essays that illustrate how trauma-informed principles, frameworks, theories, or disciplinary perspectives have guided efforts to create change beyond the classroom. Authors may reflect on how these frameworks were applied, adapted, or expanded in their contexts.
Policy and Practice Initiatives: Essays that describe efforts to operationalize trauma-informed principles in specific policies, programs, or organizational practices.
Whole-of-University Approaches: Essays that describe institution-wide initiatives aimed at creating trauma-informed colleges and universities, including governance, culture, or systems-level change.
Implementation Tools: Concrete tools, processes, and policies that educators or institutions have found helpful in advancing trauma-informed change. Tools may be drawn from other submission types or submitted as stand-alone pieces. See Implementation Tools Guidelines below for more information on this submission type.
Target audience: Higher Education Faculty, Staff, Administrators, Researchers, Policy Makers
Proposal submission deadline: December 1, 2025
Tentative Timeline
Notification of Proposal Decisions: January 15, 2026
Full Chapter Drafts Due: June 1, 2026
Peer Review Feedback Returned: August 1, 2026
Revised Chapters Due: October 1, 2026
Final Manuscript Submitted to Publisher: December 2026
Anticipated Publication Date: Spring 2027
Guiding Questions
No matter the type of submission, we encourage authors to reflect on the story behind their work. The guiding questions below may help you consider what inspired your efforts, how trauma-informed principles shaped your process, and what insights might support others in higher education.
What inspired or motivated you (or your colleagues) to initiate a trauma-informed change beyond the classroom?
What was the setting and context for your efforts (program, department, unit, or institution)?
Who was involved in the change process, and how did collaboration or resistance shape the experience?
Which trauma-informed principles guided your actions, whether explicitly or implicitly?
What challenges or obstacles did you face along the way?
What successes, breakthroughs, or small wins encouraged you to keep going?
How did the experience affect you personally or professionally?
Looking back, what lessons might be useful for others who are trying to create trauma-informed change in higher education?
Implementation Tools Guidelines
Implementation Tools may be adapted or inspired by existing resources but should represent your own original creation or adaptation. Tools should be practical, accessible, and relevant to educators or institutions working toward trauma-informed change.
Please include the following for each tool:
Title: A concise, descriptive title for your tool.
The Tool Itself: Provide the wording of the policy, copy of the tool, description of the process, or detailed outline of the activity/strategy.
Purpose: Briefly describe the goals, hopes, or intended outcomes of this tool.
Connection to Trauma-Informed Principles: Identify the trauma-informed principle(s) that this tool reflects (e.g., safety, trust, collaboration, empowerment, cultural responsiveness).
Implementation Notes (Optional): Share tips, examples, or context that might help others adapt and use this tool effectively.
Additional Information (Optional): Any background, acknowledgments, or reflections you’d like to include.
Proposal Guidelines
Proposals should sketch the purpose and direction of the chapter, with the understanding that details may shift during drafting and review. Collaborative authorship and multiple submissions are welcome.
Please use the Submit button below to submit a proposal of approximately 500-800 words that includes:
A working title
A description of the proposed chapter, including the setting, focus, and approximate word count
An explanation of the chapter’s contribution to the field of trauma-informed higher education and to the goals of this book
A brief author bio for each author (75-100 words)
Questions?
Questions?
Contact Janice Carello at jcarello@pennwest.edu or Kimberly Hardner at khardner@pennwest.edu for more information
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