TRAUMA-INFORMED TEACHING STRATEGIES AT A PRIVATE UNIVERSITY: FALLOUT OF COVID-19 PANDEMIC

Abstract

The idea of teaching through a trauma-informed lens has become particularly important in schools due to the effects of COVID-19, especially the associated lockdown. Trauma-informed teaching was adopted to mitigate stressors associated with poverty, abusive homes or parents, violence, substance use, and criminal behaviours, all fallouts of the COVID-19 pandemic. Within Nigeria's educational ecosystem, most schools did not adopt a systematic way to screen, assess, or offer counselling or referrals for students upon returning to school. Thus, students who were experiencing traumatic stress had difficulties managing their condition. Training sessions were organised for Faculty members and staff on recognising and dealing with students upon resumption, having engaged with them online for some months. This study adopted the survey design incorporating both the quantitative and qualitative data collection methods. The data for this study was collected from Faculty members, staff of the Student Affairs Unit, the Medical Centre, and the students. For this study, the researchers extracted only the student qualitative data. The study concludes that students exposed to traumatic and adverse experiences suffer detrimental effects that impair their functioning educationally and in other facets of life. This study shows the need for schools to facilitate trauma-informed practices by providing environments that are trauma-sensitive and compassionate about the needs of all traumatised students. Thus, schools may organise periodic seminars and workshops for teaching and non-teaching staff on recognising and mitigating the effect or influence of trauma. Schools at all levels should make the classroom and general school environment conducive for both teaching and learning