Welcome to CARE-O. Thank you for your interest in our initiative to promote and support trauma-informed pedagogy and pedagogy of care. Below you will find information about the initiative and how to participate.
Mark your calendar: February 10th – 28th
- Register for the Event
- Enroll in the Care-O Moodle shell to get started.
- This gives you access to everything you need, including your Care-O Bingo card.
- If you register by February 12th, we’ll hand-deliver a paper copy of the Bingo card and a complimentary gift! A digital version of the Care-O Bingo card is also available.
- You can join anytime between February 12th through February 28th (before noon).The draw will take place at 4:00PM on the 28th.
- Enroll in the Care-O Moodle shell to get started.
- Use Your Bingo Card
- Check off the boxes that apply to you.
- More details about each square can be found below.
- Check off the boxes that apply to you.
- Join the Discussion
- Inside the Moodle shell, you’ll find 24 discussion boards, each linked to a trauma-informed pedagogy or pedagogy of care from the Bingo card.
- To enter the contest, review these pedagogies and share a reflection in at least five discussion boards.
- Want extra chances to win? Reply to another participant’s reflection for up to three bonus entries!
NOTE: Talking about trauma-informed pedagogies does not mean you need to be a trauma expert. Think about the pedagogy as “how” to teach, not “what” to teach. Educators don’t need to diagnose or treat trauma; they need to be compassionate and responsive to students’ needs. It is about emphasizing empathy, flexibility, and creating safe spaces.
1. Starts class with a check-in: Begins each session with a brief check-in to gauge the emotional well-being of students.
- Initiating class sessions with a check-in demonstrates care for students’ emotional well-being. By acknowledging their feelings and experiences, educators create a supportive environment. Trauma-informed pedagogy recognizes that trauma can impact students’ ability to engage, so starting with a check-in allows for individualized support.
2. Flexible deadlines: Allows for flexibility in assignment deadlines, recognizing that students may be dealing with various challenges.
- Offering flexibility in assignment deadlines acknowledges that students face diverse challenges. This practice aligns with care-oriented pedagogies by prioritizing students’ well-being over rigid timelines.
3. Inclusive language: Uses inclusive language and avoids potential triggers that might be traumatic for some students.
- Using inclusive language fosters a sense of belonging and safety. Both pedagogies emphasize creating a non-threatening environment. Inclusive language avoids triggering and promotes care by respecting students’ identities and experiences.
4. Active listening: Demonstrates active listening skills during class discussions and one-on-one interactions with students.
- Actively listening during discussions and interactions shows care and empathy. Both pedagogies values compassionate communication. By listening attentively, we validate students’ feelings and needs.
5. Clear expectations: Provides clear and transparent expectations for assignments, assessments, and overall course requirements.
- Providing transparent expectations for assessments reduces uncertainty. Both care-oriented and trauma-informed pedagogies emphasize clarity. Clear guidelines minimize anxiety and help students focus on learning.
6. Content warnings: Uses content warnings when addressing potentially sensitive or triggering topics.
- Using content warnings before discussing sensitive topics demonstrates care. Trauma-informed pedagogy recognizes potential triggers and aims to minimize re-traumatization. Warnings allow students to prepare emotionally.
7. Accessible materials:Ensures that course materials are accessible to all students, taking into account diverse learning styles and needs.
- Ensuring course materials are accessible supports diverse learning needs. Care-oriented pedagogies prioritize equitable access. Trauma-informed pedagogy acknowledges that trauma can affect cognitive processing, making accessible materials crucial.
8. Encourage self-care:Encourages students to prioritize self-care and seeks to create an environment that supports well-being.
- Promoting self-care aligns with both pedagogies. Care-oriented approaches recognize students as whole individuals. Trauma-informed pedagogy emphasizes self-regulation and coping strategies.
9. Incorporate diverse perspectives:Incorporates diverse voices and perspectives in course content to promote inclusivity.
- Including diverse voices enriches learning experiences. Care-oriented pedagogies value diverse perspectives for holistic growth. Trauma-informed pedagogy acknowledges that trauma affects different communities disproportionately.
10. Offer alternatives: Provides alternative assessment options for students who may struggle with traditional methods.
- Providing alternative assessment options recognizes individual differences. Care-oriented pedagogies prioritize student success over rigid norms.
11. Encourage peer support: Facilitates opportunities for students to support each other through peer mentorship or group activities.
- Facilitating peer mentorship and group activities builds community. Care-oriented pedagogies emphasize collaboration and social connections. Trauma-informed pedagogy recognizes the healing power of supportive peer relationships.
12. Mindful of triggers:Demonstrates awareness of potential triggers and works to minimize their impact in the learning environment.
- Being aware of potential triggers shows care and sensitivity. Trauma-informed pedagogy aims to prevent re-traumatization. We create safe spaces by minimizing triggering content.
13. Regular feedback: Provides timely and constructive feedback to help students improve without causing undue stress.
- Providing constructive feedback supports student growth. Both pedagogies prioritize student development. This type of feedback is gentle, strength based and avoids exacerbating stress.
14. Collaborative learning: Fosters a sense of community and collaboration among students to create a supportive learning environment.
- Fostering collaboration creates a supportive environment. Care-oriented pedagogies value collective well-being. Trauma-informed pedagogy recognizes that shared experiences can aid healing.
15. Cultural competence: Demonstrates cultural competence and sensitivity to diverse backgrounds and experiences.
- Demonstrating cultural competence respects diverse backgrounds. Both pedagogies value cultural awareness being mindful to acknowledge that cultural context can influences trauma responses.
16. Promote well-being resources: Shares information about campus resources that support mental health and well-being.
- Sharing information about campus resources that support mental health and well-being demonstrates both trauma-informed care and pedagogical care. Trauma-informed pedagogy recognizes that students may need external support, and providing resource information fosters a sense of safety and trust. It empowers student to seek help when needed. Reference information can be found on Brock University’s Trauma-Informed Practices – An Introduction to Trauma-Informed Practices webpage.
17. Flexibility in attendance: Understands and accommodates students’ diverse attendance needs, considering personal challenges.
- Understanding and accommodating diverse attendance needs aligns with both pedagogies. Flexibility with accountability ensures that students feel supported rather than penalized and that individual circumstances are considered.
18. Encourage reflection: Incorporates reflective exercises that allow students to process and express their thoughts and feelings.
- Incorporating reflective exercises allows students to process their thoughts and feelings. Pedagogical care values students’ emotional growth and self-expression. Trauma-informed pedagogy recognizes that reflection can aid healing and self-awareness.
19. Acknowledge individual needs: Recognizes and accommodates individual needs based on disability or other personal circumstances.
- Recognizing and accommodating individual needs based on disability or personal circumstances is fundamental to both pedagogies – emphasizing personalized support, and ensuring inclusivity and equity.
20. Adapt teaching methods: Adapts teaching methods to accommodate different learning styles and preferences.
- Adapting teaching methods to accommodate different learning styles and preferences aligns with both pedagogies and UDL! Pedagogical care values student-centered instruction. Trauma-informed pedagogy recognizes that trauma can impact cognitive processing, requiring varied approaches.
21. Promote a growth mindset: Encourages a growth mindset, emphasizing the potential for improvement and learning from challenges.
- Encouraging a growth mindset aligns with both pedagogies. Pedagogical care values student potential and resilience. Trauma-informed pedagogy recognizes that trauma can lead to fixed mindsets, hindering learning. Promoting growth and resilience fosters student well-being.
22. Accessible office hours: Ensures that office hours are accessible and welcoming for all students, addressing potential barriers.
- Ensuring that office hours are accessible, and welcoming demonstrates care for students’ needs. Pedagogical care prioritizes creating safe spaces for student interaction. Trauma-informed pedagogy acknowledges that trauma can affect communication and accessibility.
23. Promote self-advocacy: Encourages students to advocate for themselves and communicate their needs openly.
- Encouraging students to advocate for themselves aligns with both pedagogies. Pedagogical care values student agency and autonomy. Trauma-informed pedagogy empowers students to express their needs and boundaries.
24. Consider workload: Strives to balance the workload and assignments to prevent overwhelming students, recognizing potential impacts on mental health.
- Balancing the workload and assignments to prevent overwhelming students reflects both pedagogies. Pedagogical care ensures a manageable workload to support student well-being. Trauma-informed pedagogy recognizes that stressors can exacerbate trauma symptoms.