A trauma-informed framework for teaching physiology

doi:10.1016/j.cophys.2026.100921

A trauma-informed framework for teaching physiology

2026-03-01

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DOI：10.1016/j.cophys.2026.100921

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Physiology is a challenging course required for many healthcare careers. Students entering higher education have a high prevalence of trauma, which can interfere with their learning. This narrative review of the current published literature proposes the use of a trauma-informed pedagogical framework in physiology teaching. Evidence-based teaching practices such as inclusive syllabi, diverse representation in course materials, peer mentoring, normalizing academic struggles, and alternative grading practices were found to increase academic performance. Some of these practices and others discussed in this paper were also found to increase student belonging, motivation, and engagement. The implementation of these pedagogical practices in physiology courses can support all students regardless of their past trauma exposure by enhancing learning, motivation, academic performance, and inclusivity.

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A trauma-informed framework for teaching physiology

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