Introducing a Trauma-Informed Matrix: A Resource for Academics to Support Criminal Law and Criminology Students
Students are distressed, student wellbeing services are overwhelmed, and the need for criminal law and criminology academics to access trauma-informed training and tools has never been more urgent. This paper presents a trauma-informed matrix, developed as an easy-reference guide to trauma-informed...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Bond University
2025-02-01
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| Series: | Legal Education Review |
| Online Access: | https://doi.org/10.53300/001c.125851 |
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| Summary: | Students are distressed, student wellbeing services are overwhelmed, and the need for criminal law and criminology academics to access trauma-informed training and tools has never been more urgent. This paper presents a trauma-informed matrix, developed as an easy-reference guide to trauma-informed teaching practice. The matrix combines five trauma-informed principles and three elements of teaching and learning, to produce a 15-cell matrix of trauma-informed teaching practices. To illustrate application of the matrix, the first and second co-authors independently applied the trauma-informed matrix to one of their courses, which forms the basis for the two-case studies presented in this paper. Both courses have sensitive course content, including a Priestley 11 criminal law and procedure course and an applied criminology course. These reflections on our teaching practices and courses were subsequently integrated to highlight shared and unique design and teaching considerations. The two case studies unpack the trauma-informed practices used, identify opportunities for improvement, and demonstrate how academics can apply the matrix to their courses to enhance trauma-informed practice. |
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| ISSN: | 1033-2839 1839-3713 |