Abstract

Abstract

Trauma-informed education is gaining momentum in higher education as a framework that seeks to create learning environments that are safe, inclusive, and responsive to the emotional and psychological needs of students—particularly those who have experienced trauma. This qualitative study, situated at the American University in Cairo (AUC), explores how faculty perceive, understand, and implement trauma-informed practices in a diverse university context that includes refugee and displaced students. Data were collected through semi-structured interviews with seventeen faculty members from various disciplines and incorporating an autoethnographic reflection. An expert interview was conducted with Dr. Mays Imad, a leading scholar in trauma-informed education, whose insights helped contextualize the findings and guided the interpretation of faculty responses. A thematic analysis approach, combining both inductive and deductive coding revealed that while many faculty members demonstrated deep empathy and a commitment to student well-being, their understanding of trauma and trauma-informed practices varied widely and is often shaped by personal experience rather than formal training. Faculty reported emotional challenges, institutional gaps, and a strong interest in professional development. The study emphasizes the urgent need for culturally grounded training, institutional policies, and psychosocial support systems. It concludes by recommending that AUC take the lead in promoting trauma-informed education in the region, positioning itself as a model for equity, resilience, and inclusive teaching in higher education.

School

School of Humanities and Social Sciences

Department

Applied Linguistics Department

Degree Name

MA in Educational Leadership

Graduation Date

Spring 5-17-2025

Submission Date

5-27-2025

First Advisor

Maha Bali

Committee Member 1

Malak Zaalouk

Committee Member 2

Ibrahim Karkouti

Extent

153 p.

Document Type

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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