Trauma Informed Approaches (TIA) in Higher Education (Modules 1-3) (Session Repeated)
Posted by anne.grey | Start the discussion
Presenters: Lisa Aasheim, Emily Somervell, and Sofia Khan
Summary
In this CTLE workshop, PCC counselors share practical insights on implementing Trauma-Informed Approaches (TIA) in higher education. Adapted from Trauma Informed Oregon, the session explores how trauma, historical harm, and accumulated stress impact student brain function, learning retention, and classroom behavior.
The presenters introduce a foundational three-step sequence for responding to dysregulated students: Regulate, Relate, and Reason. Before attempting to solve problems or academic issues, educators are encouraged to help students calm their nervous system and build a supportive connection.
The presentation also explores the six core principles of trauma-informed care—Safety, Trustworthiness & Transparency, Peer Support, Collaboration & Mutuality, Voice & Choice, and Cultural Responsiveness. Instructors gain actionable strategies to support memory retention, manage sensory stimulation, broaden students’ “window of tolerance,” and create a safe classroom climate.
Presentation Slides: Trauma Informed Approaches (TIA) Presentation Slides
Learning Outcomes
After reviewing this post and presentation, faculty will be able to:
- Define trauma, accumulated stress, and historical trauma within a higher education framework.
- Apply the three-step response process (Regulate, Relate, Reason) when supporting dysregulated students.
- Integrate the six key principles of trauma-informed care into syllabus design and classroom culture.
- Recognize how neurobiology, sensory input, and the “window of tolerance” impact student executive function and memory.
- Implement grounding techniques and flexible course options to prevent re-traumatization and support student success.
Post generated by CTLE Web Designer Gem on 08/16/2026
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