Abstract
The COVID-19 pandemic was a worldwide trauma that has long lasting effects that we are still yet to discover. For current college-aged students, many of them experienced the COVID-19 pandemic during key developmental stages of their lives. Many student affair professionals have noted the difference between the students who were in college when the pandemic hit and those who were not. This article examines trauma through the lens of trauma informed practices and high impact practices and makes recommendations on how educators can change their classrooms to better serve students.
Recommended Citation
Adams, E. M. (2024). Do No More Harm: Changing the Classroom in Response to COVID-19 Trauma. The Vermont Connection, 45(1). https://scholarworks.uvm.edu/tvc/vol45/iss1/15