I was that student.
I was an adult learner balancing a full-time job, raising children, managing bills, and pursuing a doctoral degree during a global pandemic. Within one year, I lost both of my grandparents. Life was happening in real time—grief, uncertainty, and emotional exhaustion—while the expectation remained unchanged: show up, perform, submit.
But I did not have anything left to give.
In many of my classes, I felt invisible—just a name on a roster, another assignment in the gradebook. Eventually, I had to step away from my program, not because I lacked motivation, but because I lacked capacity.
When I returned, one professor changed everything.
She cared—genuinely.
She reached out. She was patient. She created space for me to be human while still holding me accountable. That experience reshaped how I view teaching. I decided in that moment: I would become the kind of educator I needed when I was struggling.
Now, as an instructor, I see clearly—students are not lazy. They are navigating lives we do not always see.
What Trauma Looks Like in the Online Classroom
Trauma does not always present itself in obvious ways. In higher education—particularly in online learning environments—it often shows up as behavior.
Students:
- Apologize excessively for circumstances beyond their control
- Disappear instead of communicating
- Shut down after missing deadlines or falling short of expectations
- Avoid engagement due to fear of judgment or failure
These behaviors are frequently misinterpreted as a lack of effort or disinterest. In reality, they often reflect overwhelm, fear, or survival responses.
As illustrated in the poem “’Cause I Ain’t Got a Pencil” by Joshua T. Dickerson (1991), what appears as unpreparedness is often the result of unseen hardship. Students arrive in our classrooms carrying experiences that shape their ability to participate, perform, and persist.
If we only respond to the behavior, we miss the story behind it.
Equity Is Not the Same as Equality
One of the most common misunderstandings in education is the belief that fairness means treating all students the same.
Equality gives every student the same resources.
Equity recognizes that students are not starting from the same place—and provides what each student needs to succeed.
When we insist on identical expectations without considering individual circumstances, we risk reinforcing inequities rather than addressing them. Trauma-informed teaching is not about lowering standards; it is about removing unnecessary barriers so that students can meet them.
What We Get Wrong as Educators
Too often, higher education equates rigidity with rigor.
We:
- Enforce inflexible policies without context
- Interpret missed work as laziness
- Expect students to “figure it out” independently
- Lose sight of our purpose as educators
Over time, the structure of academia can cause us to forget why we began teaching in the first place. Trauma-informed teaching is not an additional responsibility—it is a return to that purpose.
What Trauma-Informed Teaching Looks Like in Practice
Trauma-informed teaching is not theoretical. It is practical, intentional, and immediately applicable.
Here are strategies that consistently work in my classroom:
1. Open, Consistent Communication
From the first day, I tell my students: life happens. Communication matters. Students do not need to overshare, but they do need to keep me informed. When communication is established, support becomes possible.
2. Flexible, Structured Policies
I maintain expectations while allowing flexibility when students communicate. Late work is accepted with accountability. The goal is not perfection—it is persistence.
3. Proactive Outreach
When students disengage or miss assignments, I reach out first. This simple act often re-engages students who might otherwise withdraw completely.
4. Strength-Based Feedback
I use a “sandwich” approach—affirmation, guidance, encouragement. Rather than focusing on what students did wrong, I emphasize how they can improve moving forward. Tone matters. Feedback should build, not break students.
5. Purpose-Driven Motivation
I remind students to remember their “why.” When coursework becomes overwhelming, reconnecting to purpose can sustain effort and resilience.
Why This Matters More in Online Learning
Online learning environments amplify disconnection.
Students:
- Lack face-to-face interaction
- Are more likely to feel invisible
- Can easily misinterpret tone in written communication
- Experience increased isolation
In these environments, communication becomes the primary tool for connection. When instructors lead with clarity, empathy, and intentionality, students are more likely to engage and persist.
Tone becomes pedagogy.
What Happens When We Get It Right
When trauma-informed teaching is implemented effectively, the impact is measurable.
Students:
- Stay enrolled
- Improve academic performance
- Communicate more openly
- Rebuild confidence
I have had students who failed multiple courses complete mine—not because the content was easier, but because the environment was more accessible.
Research supports this approach. Trauma-informed educational practices have been shown to improve student engagement, retention, and academic outcomes (Carello and Butler 2015; Imad 2021). Additionally, research shows that trauma and stress can significantly impact memory, attention, and overall cognitive functioning, directly affecting a student’s ability to learn (NICABM 2018).
Sometimes, the difference is not the curriculum—it is the connection.
A Question for Educators
For those who believe this approach is not their responsibility, I ask:
What do you want to be remembered for?
Most educators did not enter this profession to enforce policies. They entered it to make an impact. Trauma-informed teaching allows us to reconnect with that purpose.
Conclusion
Students are not showing up empty—they are showing up carrying everything.
When we recognize that—and respond with intention, flexibility, and care—we create learning environments where students can not only succeed academically but continue moving forward in their lives.
They’re not lazy.
They’re navigating life.
And sometimes, what they need most is a professor who sees them.
Dr. Ariel R. Vaughan, PhD, QMHP, is a psychology instructor, published researcher, and trauma-informed educator with a background in counseling and higher education. Drawing from both lived experience and professional practice, she focuses on creating supportive, student-centered learning environments in online and higher-education settings. Her work bridges research and practice by offering practical strategies that improve student engagement, retention, and academic success while recognizing the real-life challenges students navigate.
References
Carello, Janice, and Lisa D. Butler. 2015. “Practicing What We Teach: Trauma-Informed Educational Practice.” Journal of Teaching in Social Work 35 (3): 262–278.
Dickerson, Joshua T. 1991. “’Cause I Ain’t Got a Pencil.”
Imad, Mays. 2021. “A Trauma-Informed Approach to Teaching.” The Chronicle of Higher Education.
National Institute for the Clinical Application of Behavioral Medicine (NICABM). 2018. How Trauma Affects Learning and Behavior.