Returning to Campus: Navigating a Challenging Fall Together

By Helena Prins, Advisor, Learning + Teaching

Exactly four years ago, I wrote about the need for a trauma-informed approach as community members returned to campus after pandemic disruptions. As we approach another unpredictable fall, BCcampus recognizes the many pressures facing our sector, with some of the biggest ones being emerging technologies like AI, financial constraints and staffing changes, climate-related events, fluctuating international enrollments, and global unrest. While the landscape is complex, these challenges highlight the importance of preparing thoughtfully and supporting both students and educators through trauma-informed practices.

How can we prepare? In 2021, Alyzon Quin, founder of the Trauma Informed Practice Institute (TIPI), shared some advice that still holds true today.

One way to prepare for the fall is to learn more about trauma-informed practice to understand the complexity of trauma, how we can release past trauma and move ourselves to steadier ground in life. […] The collective uncertainty and fear felt globally can provide the conditions for triggering feelings. We may feel fear, despair, sadness, confusion, lost, helplessness, inadequacy, shame, guilt, hurt and anger, to name a few.

Trauma-informed education benefits everyone. While educators cannot completely prevent students from being triggered in post-secondary settings, they can adopt approaches that greatly reduce the risk of harm. Hillman (2025) emphasizes that this begins with recognizing students’ diverse backgrounds and identities, appreciating that learners are doing the best they can with the resources available to them, and understanding that meaningful learning often happens within the relationship between teacher and student.

Hillman recommends practical strategies for being transparent about teaching practices and expectations. For example, educators can share a teaching philosophy or welcome message so students know what to expect from the course. He also suggests becoming familiar with campus supports, directing students to them, and including that information in course materials. Finally, Hillman highlights the importance of maintaining clear boundaries and modeling self-care and compassion to help create a supportive learning environment.

In addition to Hillman’s recommendations, I continue to find value in the work of Zacarian, Alvarez-Ortiz, and Haynes (2020) whose trauma-informed practices remain highly relevant today. They suggest that predictability and consistency, such as regular announcements, weekly checklists, and clear course structures, help create stability for learners. Flexibility is another key element, whether through offering assignment choices or providing multiple ways for students to connect with instructors.

Their framework also highlights the importance of compassion, connection, and warmth. This might look like extending grace with deadlines, recognizing the diverse circumstances students face, or simply making space for informal conversations that build community. Finally, they emphasize empowerment: giving students voice and choice in their learning, avoiding overly rigid lecture formats, and considering authentic assessments in place of high-stakes exams.

Taken together, Hillman’s insights and the practices outlined by Zacarian, Alvarez-Ortiz, and Haynes, highlight the many ways we can support students.

It is equally important to have support for ourselves as educators. One way to access support is by joining a community of educators who are learning and growing together through BCcampus’ new FLO Pod (a community of practice) on trauma-informed teaching. You are invited to join our FLO Pod to share strategies, ask questions, and grow together as we create compassionate and empowering learning environments.

You don’t have to face a challenging fall alone. Let’s navigate these times together, supporting both our students and ourselves.