Trauma-Informed Practices for Higher Education

Recommendations to inform and prompt effective actions, investments, and innovations promoting the
well-being of young people of color in higher education and the workforce.

Provides descriptions of various community-based trauma-informed care and trauma-specific intervention programs and practices aimed at American Indian and Alaska Native youth.

Presents research on America’s K-12-to-career pipeline that reveals a sorting of America’s most talented youth by affluence—not merit.

Summarizes and links to studies and statistics.

Examines the cultural and historical context for understanding the relationship between SEL
and equity, and then explore prospects for equity elaborations to the CASEL five core competencies.

Examines the literature on how trauma experienced at the individual-level is influenced by trauma experienced at the community-level. Explains the Social Ecological Model which indicates individual trauma cannot be addressed without addressing community-level factors, including housing, education, and employment opportunities.

Reviews issues of structurally embedded inequalities, individual actions that cause racial trauma, the effects of racial trauma on communities of color, and strategies for individuals, communities, professionals and organizations to prevent and mitigate race-based traumatic stress.