Enhancing campus resilience: Developing and evaluating a need-based trauma-informed training for university academic and administrative staff

Date

2026-4-27

Author

Başaran, Burcu

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The present study examined the need for trauma-informed care (TIC) in higher education and the effectiveness of a TIC training program designed for university staff. Two consecutive studies were conducted. In Study I, a mixed-method need-assessment was carried out with university students, academic staff, and administrative staff (student affairs roles) to explore the prevalence of trauma exposure and trauma-related stress processes among campus members as well as reflections of trauma-related processes in campus interactions. Findings indicated that adverse childhood experiences and lifetime traumatic events were prevalent across all groups. Among students, cumulative exposure to childhood adversity was associated with posttraumatic stress symptoms through perceived stress. Among staff, secondary traumatic stress emerged as a significant predictor of burnout. Qualitative findings indicated that students perceived supportive interactions as those characterized by safety, approachability, non-judgmental attitude, flexibility, and need-based guidance, whereas dismissive and judgmental attiuttes were experienced as triggering. In interviews, staff reported a notable motivation to support students, however, they also described uncertainty about how to respond effectively to them while maintaining professional boundaries. In Study II, a TIC training program was developed and evaluated with academic staff and administrative staff. Results indicated significant increases in participants’ TIC capacity, and these gains were maintained at follow-up. Participants also reported greater use of safe and supportive communication with students, earlier recognition of student distress, and increased self-care practices. Overall, the findings suggest that trauma-informed approaches may strengthen both student well-being and staff capacity in higher education settings.

Subject Keywords

trauma-informed care, university students, academic staff, administrative staff, higher education

URI

https://hdl.handle.net/11511/119096

Collections

Graduate School of Social Sciences, Thesis