You’re invited to our Fall 2025 professional development sessions—an opportunity for faculty and staff to expand their skills, deepen their knowledge, and connect across campus. These sessions are more than just learning experiences; they’re a space to collaborate, exchange ideas, and build a stronger sense of community. Come share best practices, gain fresh insights, and grow together with colleagues from all departments and divisions.
Please click on the link below to register for the professional development sessions:
Elevate your summer with a powerful series of professional development sessions crafted to inspire faculty and staff. Gain fresh perspectives, practical strategies, and cutting-edge tools to enhance your expertise. Let’s make this season one of growth, innovation, and transformation!
Please click on the link below to register for the professional development sessions:
A link to the PD event will appear on Outlook calendar within 2-3 days of the scheduled PD event.Please remember to receive PD credit, you must be registered for the PD session.
The registration deadline is by Wednesday June 11th, 2025 by 12:00 noon ET.
A trauma-informed student support tool for creating safe, resilient learning environments
Stress and adversity can have a profound impact on a student’s ability to learn, grow and thrive — and their effects are increasingly visible across higher education. Whether it’s the result of major trauma or more common life stressors — such as grief, bullying, family disruption or financial hardship — many learners today are navigating experiences that challenge their sense of safety and stability.
That’s why it’s essential for student support professionals to meet all learners with compassion, resilience-building strategies and healing-centered practices.
Healing-centered engagement offers a powerful framework for supporting students across this full spectrum of experience. By fostering trust, emotional resilience and a sense of safety, supporters can help individuals feel more grounded, connected and empowered — moving toward their full potential no matter what challenges they’re facing.
This blog explores how stress and trauma impact learning, introduces the principles of healing-centered engagement, and offers a practical, immediately usable tool: the PCRR framework — Protect, Connect, Respect, Redirect — designed to strengthen student success through healing-centered practices.
Understanding trauma
Trauma can be defined as an experience, series of experiences or set of circumstances that an individual perceives as physically or emotionally harmful or threatening. According to the Substance Abuse and Mental Health Services Administration (SAMHSA), trauma can have lasting negative effects on a person’s functioning and well-being, including their mental, physical, social, emotional and spiritual health.
These findings underscore the reality that most postsecondary students have encountered trauma at some point in their lives. Not only do these approaches support people with high ACE scores and students experiencing trauma or stress, but by design, this model also uplifts all learners — regardless of their mental state. Through taking these approaches, all learners can feel safe, supported and empowered to succeed. For more on the impact of trauma and how it affects student engagement, see our report on addressing trauma and toxic stress in education and workforce systems.
The effects of stress and trauma in learning environments
Advances in neuroscience have deepened our understanding of how trauma and toxic stress impact the brain and body. When an individual experiences a traumatic event or chronic stress, the amygdala — the brain’s threat-detection center — initiates a survival response. Stress hormones like adrenaline and cortisol flood the body, while the prefrontal cortex — responsible for higher-level thinking and executive functioning — temporarily goes offline. This survival response can be triggered not only by current threats but also by sensory cues that resurface past trauma. Chronic exposure to elevated cortisol levels can further impair brain development, affecting decision-making, judgment and cognitive resilience. That means trauma deeply influences mindsets, shaping how individuals respond to stress, trust others and navigate new challenges.
The impact of trauma on learning, employment and career development is significant. When a learner’s executive functioning is compromised, so is their ability to study, focus and persist through challenges in academic or career pathways. What’s more, trauma can undercut resilience and impact the ability for creativity and problem solving. And trauma can also strain relationships with supporters, erode self-confidence and diminish motivation — all critical factors for long-term success.
The antidote to trauma: resilience
Resilience — the process of adapting well in the face of adversity, threats, danger, tragedy and other major stressors — is the antidote to trauma. Thanks to the brain’s neuroplasticity, its ability to reorganize and form new neural pathways throughout life, it is possible to help learners build positive, healing experiences that strengthen resilience over time.
Cultivating strong relationships with learners can foster resilience, promote success and support deeper engagement. Resilience is key to post-trauma advancement, helping individuals grow in self-confidence, believe in their strengths, manage strong emotions and impulses, and maintain a positive view of themselves. It also supports communication and problem-solving skills, and builds a greater sense of agency — the ability for “voice and choice” that inherently supports the learner in building resilience. The more agency a person has, the more resilient they are. This allows them to come “back online” to their learner brain and out of their survival brain.
This sense of agency is tied to a growth mindset, often described as learned optimism. Dr. George Bonanno, a professor at Columbia University who has studied resilience for more than 25 years, explains that “events are not traumatic until we experience them as traumatic.” His research and that of others has shown that helping individuals reframe their initial responses to adverse events can lead to stronger, more resilient outcomes over time.
Similarly, findings from a national sample of Chilean high school students revealed that while students from lower-income families were less likely to hold a growth mindset than their wealthier peers, those who did were better able to buffer against the effects of poverty on academic achievement.
These studies remind us that, by embedding strategies that foster resilience into student support, practitioners can empower learners to move beyond trauma and toward growth. Not only is this beneficial for the student and the institution, but it also helps individuals thrive in their career, making a positive impact on our workforce.
Addressing student trauma through healing-centered engagement practices
The concept of healing-centered engagement, one such strategy for fueling resilience, was introduced by Dr. Shawn Ginwright, a leading scholar in youth development, education and social change. Healing-centered engagement builds on the foundation of trauma-informed care, while expanding the focus beyond individual injury to include collective well-being and systemic healing. Where trauma-informed approaches ask, “What happened to you?,” healing-centered engagement asks, “What’s right with you?” — emphasizing strength, possibility and hope rather than deficit or damage.
One practical way to apply healing-centered engagement in student support is through the PCRR framework. This simple, adaptable approach helps supporters meet learners where they are — and guide them toward safety, connection and growth.
“The term healing-centered engagement expands how we think about responses to trauma and offers a more holistic approach to fostering well-being.” – Dr. Shawn Ginwright, Jerome T. Murphy Professor of Practice, Harvard Graduate School of Education
PCRR: A healing-centered engagement approach
When working with individuals who have experienced trauma, it is essential to recognize that vulnerability and curiosity may not be immediately accessible. Learners who do not feel safe or settled are less able to explore new experiences or trust new environments. Often, behaviors that may seem resistant or avoidant are actually survival responses — the brain and body working instinctively to protect themselves from perceived harm.
The PCRR framework — Protect, Connect, Respect, Redirect — offers a four-step, healing-centered model for student support. Grounded in foundational research by Hummer, Crosland and Dollard (2009) and developed to be complimentary to InsideTrack’s holistic coaching approach, PCRR equips student supporters with tools to help learners feel safe, seen and validated, ultimately fueling resilience and growth.
P is for Protect
Creating a safe, protective environment is the first step in fostering trust and healing. To promote safety and trustworthiness, student supporters can:
Create a brave space where learners feel comfortable learning, sharing and growing. This space should feel inclusive to all races, sexes, genders, abilities, immigration statuses and lived experiences.
Learn about each student’s background by reviewing any prior coaching or student support experiences and familiarizing yourself with their educational journey and identities — both visible and invisible.
Reduce ambiguity by clearly communicating expectations, next steps and available support, helping to create a stable, welcoming environment for all learners.
Respect personal space and accommodate learners’ physical and emotional needs.
Use content warnings or reminders when appropriate to help learners anticipate sensitive discussions.
Honor the use of focus aids such as knitting, doodling or fidget tools to support emotional regulation.
Conduct “hot spot” assessments to identify and avoid retraumatizing language or situations, also known as “hot spots.”
Engage in self-protection through regular self-care and emotional regulation practices to help prevent burnout, compassion fatigue and secondary trauma.
Putting “Protect” into practice
Coach Sarah needed to privately share important information with her student Leo. Recognizing that a vague message like “I need to see you” could be a “hot spot” that may trigger anxiety, she used a “hot spot” assessment to reframe her communication. Instead, she told Leo, “I would like to see you to share an update on your class. You are not in trouble! I just want to walk through some important upcoming deadlines.” This got the message across by offering clarity and avoiding unnecessary stress.
C is for Connect
Fostering authentic connection is essential for building trust with learners and supporting their resilience. To strengthen connections, student supporters can:
Clarify your role early and often to establish expectations and build psychological safety
Position yourself as a safe, supportive presence through words, actions and consistency
Recognize physical signs of trauma such as tense muscles, clenched fists, wide eyes, flat facial expressions, shallow breathing or accelerated speech
Practice active listening to deepen empathy and understanding
Remember and intentionally use learners’ names and stories to reinforce connection and trust
Make eye contact when appropriate, while remaining sensitive to learners who may avoid eye contact due to past trauma
Be mindful of tone and body language, both of which can either reinforce or disrupt feelings of safety
Incorporate humor and levity when possible, as laughter can help reduce the brain’s traumatic stress response
Design spaces with comfort and safety in mind, offering visual escapes from direct eye contact and maintaining clear visibility for situational awareness — whether in-person or virtual
Putting “Connect” into practice:
Coach Tanner struggled to connect with his student Franklin during their meetings in a small office space. Franklin avoided eye contact and spent most sessions staring at his tapping feet. Tanner adjusted the seating arrangement, angling Franklin’s chair instead of placing it directly across from his own. This small shift provided a visual escape and reduced pressure, helping Franklin relax and open up more than he ever had before.
R is for Respect
Respect is at the heart of building collaborative, empowering relationships with learners. To engage respectfully, student supporters can:
Create space for learners to lead, recognizing and valuing their expertise and lived experiences
Offer opportunities for choice and autonomy, reinforcing learners’ sense of agency
Make it clear that learners control how much they share, ensuring consent and emotional safety
Practice cultural humility and mindful curiosity, approaching each interaction with openness and respect
Encourage peer-to-peer connection when appropriate, fostering community and shared growth
Center conversations around the learner’s goals, validating their hopes, needs and aspirations
Adapt to different engagement styles, such as offering alternatives for introverted and extroverted learners
Respect pronouns, nicknames and degree titles as a way of honoring each learner’s identity and lived experiences
Putting “Respect” into practice:
Extroverted student Tanya appreciated the opportunity to meet one-on-one with her coach and discuss her progress openly. Her peer, Nelson, on the other hand, was more introverted and felt uncomfortable sharing in person. To honor his preferences, Coach Anna shifted her communication with Nelson to text messaging. Respectful and patient, she allowed Nelson to set the pace, building trust while giving him control over when and how he chose to engage.
R is for Redirect
Redirection helps learners stay engaged, build competence and strengthen self-efficacy. To harness the power of redirection, student supporters can:
Embed simple cognitive tasks (such as counting to 10) to engage the prefrontal cortex and shift attention away from reactive responses.
Demonstrate the power of visualization. For example, ask students to “Picture yourself walking across the stage at graduation. How does that feel?” as a way to keep them focused on their goals and stay engaged.
Teach the power of “yet,” a key element of growth mindset (for example, helping reframe “I’m not good at math” into “I’m not good at math yet”).
Highlight and build on learners’ resourcefulness, reinforcing strengths and past successes.
Celebrate resilience — even small wins — to strengthen self-belief and perseverance.
Incorporate mindful breathing techniques, using long, slow breaths to help regulate the nervous system and restore a sense of safety. If guiding a student through breathing feels uncomfortable, supporters can also use this practice themselves before high-stress meetings or challenging interactions. Even 90 seconds of intentional breathing can make a difference.
Offer specific, targeted feedback to empower learners and reinforce positive behaviors.
Putting “Redirect” into practice:
Coach Mia found it challenging to redirect her adult learner Jason, who often moved slowly through tasks and responded defensively to suggestions. To better support him, Mia became more intentional with her feedback. Instead of offering general praise like “good job,” she reflected his specific efforts, saying, “I really appreciate the way you prioritized your calendar this week — it made a real difference in staying on track.” This shift helped Jason recognize his progress and built greater trust between them.
Creating a safe, inclusive, healing-centered learning environment
Supporting the safety and well-being of learners — and those who work alongside them — is more important than ever. In a time of widespread crises, uncertainty and trauma, healing-centered approaches like the PCRR framework help create inclusive, trustworthy environments where all students can thrive.
Whether these practices are new to you or build on work you are already doing, integrating healing-centered engagement into everyday interactions strengthens your impact and fosters lasting student success. Your work with students has never been more essential. As researcher and child psychiatrist Dr. Bruce Perry reminds us, “There is no more effective neurobiological intervention than a safe relationship.”
This blog post is part of InsideTrack’s Resources for Resilience, a toolkit designed to help higher ed leaders and staff navigate uncertainty. If you’re looking for more coaching-centered resources to help you move through challenging moments, we’re here to help.
Learn more about how healing-centered engagement can strengthen trauma-informed student support.
Effective teaching and learning require a collaborative and responsive approach, where teachers and learners work together to create a supportive and engaging learning environment that promotes growth and development. New Faculty graduate candidates will present techniques to assist faculty members with student and classroom engagement. Register now to learn more about impactful instructional strategies to use in the college courses.
To register please click on the link below. Registration deadline is by Wednesday May 14th, 2025 by 12:00 noon ET.
What policies or guidelines on using AI are in place at your institution for grading student work by the faculty? Specifically:
Do you have policies about using AI to grade student work?
If your institution doesn’t allow AI grading.
If there are types of grading where it may be ok, such as grammar and spelling, but not for actual comments.
Whether or not some people may believe some percentage of AI-written comments is ok when used with faculty comments.
GPT, short for Generative Pre-trained Transformer, is a series of advanced AI models created by OpenAI, designed to produce human-like text and content with remarkable fluency and coherence. If you are not familiar with a GPT, it is a specialized ChatGPT AI tool I created in my account that has been “infused” with specifications to look for certain things. The instructions include the assignment description, a list of typical feedback, an exemplary paper to use as a reference, and instructions not to allow re-writing through the GPT.
In the online courses that I teach, I do not use AI to grade student’s work, but I provide them with an AI-based GPT that they can use to “pre-flight” their draft papers before they submit them. The GPT does not grade their work – it is designed to indicate to students where their work needs attention, such as fulfilling the assignment requirements and covering all the topics.
Students are not required to use the Pre-Flight Evaluators, and I have provided a separate page that explains what the GPT does and what the results mean/don’t mean. The goal is to provide “feedback before feedback” so that it also reduces remediation effort by the instructor.
I have attached an anonymized sample paper for you to try it yourself. Go to my Pre-Flight GPT, upload it, and review the results. AI has the potential to enhance feedback in various ways, though it remains in an experimental stage.
Rethinking Assessment for GenAI is a free 60 page eBook which covers everything from ways to update assessments. This might be helpful resource for faculty to use in exploring ways to integrate AI responsibly while preserving the integrity of student learning assessments.
