Trauma Informed Relational Pedagogy: Supporting Student Perseverance Within the Context of Adult Education

Abstract Book of the 10th International Academic Conference on Education

Year: 2026

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Trauma Informed Relational Pedagogy: Supporting Student Perseverance Within the Context of Adult Education

Roger Rampersad

ABSTRACT:

This article explores the significance of trauma-informed relational pedagogy in promoting perseverance among adult learners enrolled in high school certificate programs in Québec, Canada. Grounded in a framework of trauma-informed relational pedagogy, the study examines how teacher trauma-informed strategies, similar to those implemented in K to 12 education, can enhance student wellness, engagement, and academic achievement by addressing the impact of personal challenges, including trauma, on learning. Using a participatory action research approach, the study engaged 36 participants, including teachers and students, as co-researchers in identifying, implementing, and reflecting on effective practices. Through focus groups and surveys, participants collaboratively generated and analyzed feedback to strengthen supportive teacher-student relationships, which are essential for creating safe and empowering learning environments. The findings provide insights into the administrative and pedagogical challenges associated with integrating trauma-informed approaches in adult education. They emphasize the critical role of teacher awareness and teacher-student relationships in fostering perseverance among adult learners. This study addresses a significant gap in knowledge regarding trauma-informed relational pedagogy within the adult education sector.

Keywords: Adult Education, Perseverance, Trauma-Informed Relational Pedagogy, Teacher-Student Relationship