They’re Not Lazy: Why Trauma-Informed Teaching Matters in Higher Education
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I was that student.
I was an adult learner balancing a full-time job, raising children, managing bills, and pursuing a doctoral degree during a global pandemic. Within one year, I lost both of my grandparents. Life was happening in real time—grief, uncertainty, and emotional exhaustion—while the expectation remained unchanged: show up, perform, submit.
But I did not have anything left to give.
In many of my classes, I felt invisible—just a name on a roster, another ass
I was an adult learner balancing a full-time job, raising children, managing bills, and pursuing a doctoral degree during a global pandemic. Within one year, I lost both of my grandparents. Life was happening in real time—grief, uncertainty, and emotional exhaustion—while the expectation remained unchanged: show up, perform, submit.
But I did not have anything left to give.
In many of my classes, I felt invisible—just a name on a roster, another ass
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