Trauma-Informed Higher Education

Lyra L’Estrange is a Senior Lecturer in the School of Education, Queensland University of Technology, Australia. Lyra’s research and teaching in trauma aware education contributes to redefining support systems for children and adolescents living with the outcomes of complex trauma and significant adversity. Lyra uses her research experience in public health to translate trauma-informed principles into the education space to support learning and development. Lyra has worked with parents, educators, and community organisations since 2014 delivering trauma-informed education.

• Foreword; Carmel Hobbs Introduction to volume: Trauma-Informed Higher Education: Fostering Systemic Change across Disciplines; Lyra L’Estrange Section 1. Institutional Perspectives Chapter 1. First Nations Perspectives on Trauma-Informed Practice in Higher Education; Nicole Simone, Francis Bobongie-Harris, Shanelle Fiaalii, and Tony Dreise Chapter 2. Unified Resolve, Dissociated Parts: Academic and Professional Perspectives of Trauma-Informed Practice at a Regional Australian University; Kate Cantrell, India Bryce, Jessica Gildersleeve, and Janice Carello Chapter 3. Microaggressions, Trauma, and Trauma-Informed Education in Higher Education; Rachel Leslie and Glenys Oberg Chapter 4. Toward a Trauma-Informed Community of Tertiary Educators through Professional Development; Lauren Woodlands and Freya Wright-Brough Section 2. Research-Informed Practice Chapter 5. Designing Trauma-Informed Online Learning: A Framework for Higher Education; Angela Carden, Mimi Tsai, and Meegan Brown Chapter 6. Fostering Supportive Higher Education through Trauma-Informed Curriculum and Pedagogy; Rebecca Spooner-Lane, Lyra L’Estrange, Judith Howard, Meegan Brown, Nerida Spina, Jodi Death, and Jordie Bowyer Chapter 7. Working with "Offenders": Developing Empathy and Trauma Awareness in University Students; Victoria Nagy and Katherine Ibbott Chapter 8. Using the Trauma-Informed Matrix as a Mapping Tool: A Case Study in Law; Kelley Burton, Susan Rayment-McHugh, and Alexandra Sharp Section 3. Conceptual and Theoretical Models Chapter 9. Trauma-Informed Postgraduate Research and Supervision: Starting Points for Research and Practice; Katrina McChesney OPEN ACCESSChapter 10. Integrating Trauma-Informed Practice into Initial Teacher Education: Challenges and Recommendations; Glenys Oberg Chapter 11. Conceptualising and Implementing Trauma-Informed Practice in Higher Education; Elspeth Stephenson and Robyn McCarthy Chapter 12. Trauma-Informed Health Professional Education (TI-HPE): A Conceptual Model; Catherine N Olweny Chapter 13. Psychology and Counselling Undergraduate and Graduate Students Traversing the Divide Between Personal and Professional Worlds; Emma-Lee Steindl and Joshua Wang Chapter 14. Developing National Guidelines for Trauma-Aware Higher Education in Australia; Lyra L’Estrange, Marcelle Cacciattolo, and Judith Howard Concluding words: Reimagining Higher Education through a Trauma-Informed Lens; Lyra L’Estrange