Infusing Trauma-Informed Practices into Academic Coaching

Academic Coaches hear many stories from our students, from heartwarming celebrations to heart-wrenching struggles. As academic coaches, we become trusted confidants in our students’ diverse life stories. Some of these stories are positive in nature, including stories about their livelihood, their hobbies, and whom they are going to hang out with after our session. Students share with us their favorite coffee order and maybe bond over listening to the same music. Other times these stories may not be as positive. Students may disclose having gone through a traumatic event of some kind, such as a relative passing away, experiencing financial insecurity, failing multiple classes, or having experienced abuse of some kind. They often talk about how they are struggling with a disability or mental-health barrier that is affecting their ability to perform well academically. Many of our students disclose feeling alone and often struggle to find a sense of belonging on campus. Our role as coaches and educators extends beyond academics as we create safe spaces where students can connect, share their experiences, and find support through challenging times. As academic coaches, we foster these meaningful connections and help students realize they are not alone in their journey and that support is always available when they need it.

How trauma affects students’ academic engagement

To provide some perspective, let us share a recent student experience that illustrates the complexity of our work. A student attended their coaching session to address a recent academic alert they had received. What initially seemed to be a straightforward meeting quickly revealed several layers of challenges. During our conversation, we learned that the student had multiple missing assignments and had been sick for a couple of weeks. More significantly, they had just received devastating news over spring break that a family member had been diagnosed with an aggressive cancer. On top of this, the student disclosed their struggle with Generalized Anxiety Disorder, which made it particularly difficult for them to reach out to their professors and receiving the academic alert increased their avoidance of the situation. What began as a simple discussion about catching up on assignments transformed into a much more complex and delicate situation requiring additional support and understanding. This example illustrates the complexity of problems students face: Their academic performance is often impacted by other circumstances that are sometimes beyond their control. These situations are not new to student affairs and are witnessed by a variety of student-facing professionals and educators. What role you have in student affairs can dictate how much or how little you know about the student’s situation. Trauma-informed practices are a way to support students no matter what position you hold. Figure 1 illustrates how academic coaches and educators can help students navigate these issues.

Figure 1. Trauma-Informed Student Formula. Created by authors.

Providing trauma-informed support is crucial to addressing core problems of students’ academic dilemmas. To someone who is not experiencing emotional dysregulation, the answer to addressing these dilemmas might appear simple and clear: Students should communicate with the professor, request extensions, or seek out academic and mental health support. However, to a student who may be struggling to manage trauma, the right steps ahead might not appear to be as obvious to them, as neurologically, they may struggle to access their executive function skills due to a stunt in their self-regulation.

A cognitive understanding of trauma: The “thinking brain” and the “emotional brain”

What does trauma look like in the brain? The prefrontal cortex, or “thinking brain,” is responsible for executive functions like goal setting, impulse control, and emotional regulation. These skills are crucial for managing schoolwork. The temporal lobe, or “emotional brain,” houses the limbic system where the amygdala is located. The amygdala is responsible for triggering a stress response (fight, flight, or freeze). When students experience trauma, their emotional brain can take over, causing emotional dysregulation and impairing their ability to focus, plan, and complete academic tasks effectively. Understanding this relationship is key to supporting students affected by trauma (Beyond Booksmart, 2021).

Emotional dysregulation can manifest in various ways: Some students might withdraw and miss deadlines, others might struggle with concentration during lectures, and still others might have trouble retaining information. The brain’s response to trauma can effectively hijack the cognitive resources typically available for academic tasks, making seemingly straightforward assignments feel overwhelming.

What educators can do to integrate trauma-informed practices

Aware of these increasing trends of students being affected by trauma, American University’s academic coaching program has adapted the way we interact with our student population. In hearing our students’ stories, academic coaches have incorporated support that is holistic, equitable, and appropriate, given individual students’ unique circumstances. We recognize that a student’s social, emotional, and physical well-being all play a huge role in how students perform academically.

Specifically, we adopt the six principles of trauma-informed care (created collaboratively by the Office of Public Health Preparedness and Response and National Centers for Trauma-Informed Care) to serve as a guide to support students (Centers for Disease, Control and Prevention, 2022). The diagram below showcases how academic coaching incorporates the six principles into our coaching practice. These principles of trauma-informed care are also applicable to teaching and learning spaces other than academic coaching.

Without recognizing neurological impacts, educators risk misinterpreting responses to trauma as academic negligence or lack of motivation. In reality, these students may need trauma-informed support to succeed academically.

Figure 2. Six Principles of Trauma-Informed Care. Created by authors.

Although this article focuses on academic coaches, all educators can apply this holistic approach. Incorporating trauma-informed practices into all student-facing services is essential to foster an environment where students feel seen, heard, and supported. By recognizing the profound impact trauma has on cognitive and emotional functioning, educators can help students navigate their unique challenges with empathy and understanding. Holistic support goes beyond academic strategies. It involves creating a safe space, fostering trust, and addressing students’ social, emotional, and physical well-being. When educators prioritize this approach, students are not only better equipped to succeed academically but also empowered to build resilience and a sense of belonging. Without recognizing neurological impacts, educators risk misinterpreting responses to trauma as academic negligence or lack of motivation. In reality, these students may need trauma-informed support to succeed academically.

We must meet students where they are, not only acknowledging personal circumstances but also integrating those aspects into a comprehensive framework of support.

As we continue refining academic coaching methods, and our approaches to teaching and learning in general, we must remain committed to meeting students where they are, ensuring that their personal circumstances are not only acknowledged but also integrated into a comprehensive framework of support.

Author Profiles

Michelle Mondrey works in the Office of Academic Support and Access Center as an Academic Coach for students on academic probation. She has over 10 years of experience in higher education. She has a bachelor’s degree from Old Dominion University, a master’s from New York University and is currently getting her doctorate from Morgan State University in Education. She has an interest in research supporting first-generation students and exploring the connection between trauma and education, as well as in the field of online learning and how it can be used to enhance educational opportunities for Black students. Her passion for these areas motivates her to focus on creating equitable and inclusive learning environments.

Tori Kreutzer currently works in the Office of Academic Support and Access Center as a generalist Academic Coach and manages their resource library. She has previously worked professionally within the realm of academic, ADHD and executive function coaching since 2019, supporting neurodiverse young adults in navigating their college courses. In her role prior to American University, she led and managed a team of tutors in coaching neurodiverse students through their academics, career, financials, social and independent-living support. Tori has a dual-bachelor’s degree in Psychology and Dance Performance. Outside of her coaching work, she is a professional dancer and choreographer.

References

Beyond Book Smart. (2021). On-demand webinar registration: Overcoming procrastination: Expert strategies for a more fulfilling life [Webinar].

Substance Abuse and Mental Health Services Administration. (2022). 6 guiding principles to a trauma-informed approach [Infographic]. U.S. Department of Health and Human Services.

Further Reading

CTRL. (2021). Trauma-informed pedagogy. American University.