Are the Students Alright? Faculty Adoption of Trauma-Informed Pedagogy in Public Affairs Education

Abstract

Public affairs education faces mounting challenges amid policy changes and political volatility under the second Trump administration. This study examines faculty strategies for sustaining democratic learning during upheaval, focusing on curricular adaptation and trauma-informed pedagogy (TIP). Using a cross-sectional survey of faculty in NASPAA-accredited programs, we analyze predictors of curricular adaptation in response to changing policy and factors associated with the adoption of TIP. Results show that faculty widely report observing student anxiety and political exhaustion in the current environment, alongside perceptions of declining institutional legitimacy. We find that higher levels of student distress significantly predict curricular revision toward governance-focused discussion. Public affairs faculty employ foundational TIP strategies, while more structured approaches, such as flexible or differentiated learning plans, are less common. Findings underscore the importance of resilience-oriented pedagogy, targeted professional development, and awareness of TIP, as well as institutional support, to sustain inclusive learning during prolonged political disruption.

Keywords

trauma-informed pedagogy public affairs faculty student support student engagement

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