Enhancing ‘best practice’ in trauma-informed social work education: insights from a study exploring educator and student experiences

Figures & data

Table 1. Showing student participants year of study, age, gender and ethnicity.

Student pseudonym	Year of study	Age	Gender	Ethnicity
Alice	Undergraduate—second year	35 - 44	Female	White
Cassandra	Undergraduate—final year	25 - 34	Female	White
Kerry	Undergraduate—final year	25 - 34	Female	White
None	Masters—second year	35 - 44	Male	White
Lily	Undergraduate—final year	35 - 44	Female	White
Sheila	Masters—second year	45 - 54	Female	Asian/Asian British
Lex	Undergraduate—first year	35 - 44	Female	White
Ruth	Undergraduate—final year	45 - 54	Female	White

Figure 1. Deductive code sample.

Table 2. Trauma-informed principles and application.

Trauma-informed principle:	Examples of principle application:
Ensuring safety	Telling students ahead of time what topics are to be discussed Making space to express reactions to topics and express emotions Acknowledging that topics and content may touch on students’ personal experiences Providing support—including a range of different options and ensuring students are aware of them Being very aware of what is happening in the classroom so that can quickly spot signs of someone becoming upset or distressed Peer support between students
Maximising choice	Choice over participation in class Different options for engaging with the class and the content of the class Flexibility in the classroom and different options for engaging students in their learning Offering different types of support
Encouraging collaboration	Gaining and making use of feedback—from students and other educators Encouraging discussion of the topics and how to approach them
Establishing trustworthiness	Use of ground rules in teaching Development of trusting relationships between educators and students and amongst the student cohort Transparency in teaching—e.g. being upfront about topics to be covered and the need to speak about them Being open and honest with students—about their learning and about the realities of practice
Prioritising empowerment	Use of a strength-based approach with students Reminding students that it is okay and natural to struggle sometimes or to be upset by the content Enabling students to take some control over their learning journey
Promoting resilience	Not shying away from working with and teaching difficult topics—giving students the chance to learn about them in a safe environment Developing students’ ability to be reflective and self-aware Teaching students about various coping and self-care strategies The use of humour Supporting students to understand when and how to share emotion and personal experiences—helping them to find a balance with this Supporting students when they did share emotions or experiences