ReviewBehavioral sciences (Basel, Switzerland)2022
Building Trauma-Informed Approaches in Higher Education.
Review in Behavioral sciences (Basel, Switzerland), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- Editorial: Transforming academia for equity.Frontiers in public health · 2026Article
- Burnout and mental health in medical education.BMC medical education · 2025Article
- From Guidelines to Social Media: A Content Analysis of Trauma-Informed Care on YouTube.Behavioral sciences (Basel, Switzerland) · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Trauma-informed approaches serve as an essential framework for human service organizations and are now being applied in education settings, including higher education institutions (HEIs). The increasing incidence of traumatic events, including the global pandemic of COVID-19 and the systemic violence against persons of color, has prompted HEIs to examine how culture and inclusivity are conceptualized in the curriculum and reflected in institutional policy and programming. Within this context, there is a need to identify how trauma-informed approaches at HEIs can be culturally responsive. This article briefly summarizes evidence supporting the rationale for trauma-informed approaches at HEIs and how culture has historically been addressed through cultural competency and cultural humility. Cultural sensitivity and responsiveness are then conceptualized from a trauma-informed lens as informed by the literature. Finally, key concepts and theory relevant to applying culturally responsive trauma-informed approaches at HEIs are defined, with recommendations for policy, research, and practice.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.