Trauma-Informed and Trauma-Responsive Care on Today’s College Campus

Course ID: SA113
Title: Trauma-Informed and Trauma-Responsive Care on Today’s College Campus
Date: Tuesday, October 13, 2026
Time: 1pm EST (lasts approx. 60-75 min.)
Facilitators: Dr. Monica Galloway Burke & Dr. Lacretia Dye
Price: $75

OVERVIEW
College students bring a wide range of life experiences to campus, and many have encountered adversity or trauma that can influence how they learn, engage, build relationships, and seek support. While student affairs professionals are not expected to diagnose or treat trauma, they are often among the first trusted individuals students turn to during times of stress or crisis. Developing a trauma-informed understanding and responding with intentional, supportive practices can foster student well-being while promoting belonging, resilience, and academic success.

This interactive webinar explores the foundations of trauma-informed practice and the application of trauma-responsive care within higher education settings. Participants will examine how trauma can manifest in students, learn to recognize potential trauma responses without making assumptions or diagnoses, and explore practical strategies for creating safe, supportive, and empowering interactions. Through case studies, reflection, and discussion, participants will leave with evidence-informed approaches they can immediately apply to their work with college students.

BRIEF OUTLINE

1. Understanding Trauma in Higher Education
   • Opening: The Sophia Case. Who Has Been Affected?
     • Examining the individual, cultural, and community effects of a campus incident
     • Reflection: Who may experience trauma, and who needs support?
   • Defining trauma and its impact on college students and the campus community
   • How trauma can influence learning, behavior, relationships, and well-being
   • Interactive reflection: Looking beyond the behavior
2. From Trauma-Informed to Trauma-Responsive Practice
   • What it means to be trauma-informed
   • Recognizing potential effects and signs of trauma
   • Understanding trauma-informed principles and strategies
   • Avoiding assumptions, labels, and retraumatization
3. Recognizing Possible Trauma Responses
   • Cognitive, emotional, behavioral, physical, and relational manifestations
   • Interactive activity: I’m Fine. I Just Need This Fixed.
   • Distinguishing observable activation from assumptions about triggers
4. Trauma-Responsive Care and Helping Strategies
   • Creating safety, trust, and psychological safety
   • Validation, empowerment (voice and choice), and supporting student autonomy
   • Responding while maintaining appropriate professional boundaries
   • Interactive case application
5. Applying Trauma-Responsive Care Across Campus
   • Revisiting the opening case: Sophia
   • Supporting directly and indirectly affected students
   • Practical strategies/takeaways for everyday student interactions
   • Reflection, questions, and discussion

LEARNING OUTCOMES
By the end of this webinar, participants will be able to:

• Differentiate trauma, stress, and adversity and describe how trauma may influence students’ academic experiences, well-being, relationships, and engagement.
• Explain the principles of trauma-informed practice and distinguish them from trauma-responsive care in higher education settings.
• Recognize common cognitive, emotional, behavioral, physical, and relational trauma responses while avoiding assumptions or clinical diagnoses.
• Apply trauma-responsive helping strategies that promote safety, trust, empowerment, belonging, and psychological safety during interactions with students.
• Respond to students experiencing distress while maintaining appropriate professional boundaries and recognizing when referrals or collaborative support are warranted.
• Develop practical, evidence-informed approaches for creating more trauma-informed and trauma-responsive environments across their areas of practice.

WHO SHOULD ATTEND:
This webinar is designed for:

• Student affairs professionals at all levels
• Faculty
• Graduate students

Dr. Monica Galloway Burke is a University Distinguished Professor in the Department of Counseling and Student Affairs at Western Kentucky University and serves the Faculty Fellow for ONE WKU in the Office of the Provost. With more than 28 years of experience in higher education and a professional background in mental health and student affairs, her teaching, scholarship, and professional service focus on helping relationships, student development, student well-being, leadership, and student success.  READ MORE →

Dr. Lacretia Dye is a faculty member, mental health professional, and community-engaged scholar at Western Kentucky University whose work focuses on women’s mental health, embodiment, and holistic well-being across the lifespan. For more than 20 years, she has facilitated wellness groups, educational programs, and healing spaces for women and girls, supporting identity development, resilience, and empowerment.  READ MORE →