A healing-centered engagement framework for student persistence and completion

How trauma-informed student support helps learners stay on track and reach graduation

Stress and adversity can have a profound impact on a student’s ability to learn, grow and thrive — and their effects are increasingly visible across higher education. Whether it's the result of basic needs insecurity, major trauma or more common life stressors, many learners today are navigating experiences that challenge their sense of safety and stability. What's more, when students don't feel safe — or they don't know how to get help through institutional support channels — these challenges can often lead to stopping out.

That’s why it’s essential for student support professionals to meet all learners with compassion, resilience-building strategies and healing-centered practices.

Healing-centered engagement offers a powerful framework for supporting students throughout all that life may throw at them. By fueling trust, emotional resilience and a sense of safety, supporters can help individuals feel more grounded, connected and empowered — providing the stability they need to persist through challenges and stay on the path toward graduation.

This blog explores how stress and trauma impact learning, introduces the principles of healing-centered engagement and offers a practical, immediately usable tool: the PCRR framework — Protect, Connect, Respect, Redirect — designed to strengthen student success through healing-centered practices.

Table of contents:

• Understanding trauma and its effects
• How resilience can combat trauma
• Addressing student mental health and wellness through healing-centered engagement practices
• The PCRR framework: A healing-centered engagement approach to student support
• Creating a safe, inclusive, healing-centered learning environment for lifelong success

Understanding trauma and its effects

Exposure to trauma is widespread. Data from the Substance Abuse and Mental Health Services Administration (SAMHSA) shows that 90% of adults report experiencing at least one traumatic event during their lifetime. Similarly, a national study by the Centers for Disease Control and Prevention (CDC) and Kaiser Permanente examining Adverse Childhood Experiences (ACEs) — traumatic events such as neglect, abuse or household dysfunction occurring before the age of 18 — found that 63.9% of individuals had experienced at least one ACE.

These findings underscore the reality that most postsecondary students have encountered trauma at some point in their lives — often having lasting negative effects on their well-being, including their mental, physical, social, emotional and spiritual health.  

Chronic exposure to trauma can further impair brain development, affecting decision-making, judgment and cognitive resilience. That means trauma deeply influences mindsets, shaping how individuals respond to stress, trust others and navigate new challenges.

The impact of trauma on learning, employment and career development is significant. When a learner’s executive functioning is compromised, so is their ability to study, focus and persist through challenges in academic or career pathways. What’s more, trauma can undercut resilience and impact the ability for creativity and problem solving. And trauma can also strain relationships with supporters, erode self-confidence and diminish motivation — all critical factors for long-term success. 

For more on the impact of trauma and how it affects student engagement, see our report on addressing trauma and toxic stress in education and workforce systems, written in collaboration with Corporation for a Skilled Workforce (CSW). 

How resilience can combat trauma

Resilience is the process of adapting well in the face of adversity, threats and other major stressors. While it isn’t a standalone cure, resilience — when paired with student supports like holistic coaching — can help learners manage the long-term effects of trauma.  

Cultivating strong relationships with learners can promote success and support deeper engagement. Resilience is a key factor in post-trauma advancement, helping individuals grow in self-confidence, believe in their strengths, manage strong emotions and impulses and maintain a positive view of themselves. 

Dr. George Bonanno, a professor at Columbia University who has studied resilience for more than 25 years, explains that "events are not traumatic until we experience them as traumatic." His research and that of others has shown that helping individuals reframe their initial responses to adverse events can lead to stronger, more resilient outcomes over time.

It’s important to remember that vulnerability and curiosity may not be immediately accessible to learners who have experienced trauma. Learners who don’t feel safe are less able to explore new experiences or trust new environments. Often, behaviors that may seem resistant or avoidant are actually survival responses — the brain and body working instinctively to protect themselves from perceived harm.

By assessing a student’s situation and embedding strategies that cultivate resilience into trauma-informed student support, practitioners can help learners develop a sense of resilience and ultimately persist toward graduation. 

Addressing student mental health and wellness through healing-centered engagement practices

The concept of healing-centered engagement, one such strategy for fueling resilience, was introduced by Dr. Shawn Ginwright, a leading scholar in youth development, education and social change. Healing-centered engagement builds on the foundation of trauma-informed care, while expanding the focus beyond individual injury to include collective well-being and systemic healing. Where trauma-informed approaches ask, "What happened to you?," healing-centered engagement asks, "What’s right with you?" — emphasizing strength, possibility and hope rather than deficit or damage.

One practical way to apply healing-centered engagement in student support is through the PCRR framework. This simple, adaptable approach helps supporters meet learners where they are — and guide them toward safety, connection and growth.

“The term healing-centered engagement expands how we think about responses to trauma and offers a more holistic approach to fostering well-being.” 
– Dr. Shawn Ginwright, Jerome T. Murphy Professor of Practice, Harvard Graduate School of Education

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The PCRR framework: A healing-centered engagement approach to student support

The PCRR framework — Protect, Connect, Respect, Redirect — offers a four-step, healing-centered model for trauma-informed student support. Grounded in foundational research by Hummer, Crosland and Dollard (2009) and developed to be complimentary to InsideTrack’s holistic coaching approach, PCRR equips student supporters with tools to help learners feel safe, seen and validated — ultimately fueling resilience and growth.

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P is for Protect

Creating a safe, protective environment is the first step in cultivating trust and healing. To promote safety and trustworthiness, student supporters can:

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• Learn about each student’s background and familiarize yourself with their educational journey and identities — both visible and invisible
• Create a brave space where students of all backgrounds feel comfortable learning, sharing and growing
• Reduce ambiguity and "hot spots" by clearly communicating next steps and avoiding retraumatizing language
• Respect physical and emotional needs by using content warnings, being aware of a student’s personal space and allowing focus aids for emotional regulation
• Engage in self-protection through regular self-care practices to prevent burnout and remain a stable resource for students

Putting "Protect" into practice

Coach Sarah needed to share important information with her student, Leo. Recognizing that a vague message like “I need to see you” could be a “hot spot” that triggers anxiety, she reframed her communication. Instead, she told Leo, “I would like to see you to share an update on your class. You’re not in trouble! I just want to walk through some important upcoming deadlines.” This got the message across by offering clarity and avoiding unnecessary stress.

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C is for Connect

Building a genuine connection helps students feel they have someone in their corner, which is a major factor in persistence, and ultimately completion. To strengthen connections, student supporters can:

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• Clarify your role early and often to establish expectations and build psychological safety
• Remember and intentionally use learners’ names and stories to reinforce connection and trust‍
• Make eye contact when appropriate, while remaining sensitive to learners who may avoid eye contact due to past trauma‍
• Be mindful of tone and body language, both of which can either reinforce or disrupt feelings of safety‍
• Incorporate humor and levity when possible, as laughter can help reduce the brain’s traumatic stress response‍
• Design spaces with comfort and safety in mind, offering visual escapes from direct eye contact and maintaining clear visibility for situational awareness — whether in-person or virtual

Putting "Connect" into practice:

Coach Tanner struggled to connect with his student, Franklin, during their meetings in a small office space. Franklin avoided eye contact and spent most sessions staring at his tapping feet. Tanner adjusted the seating arrangement, angling Franklin’s chair instead of placing it directly across from his own. This small shift provided a visual escape and reduced pressure, helping Franklin relax and open up more than he ever had before.

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R is for Respect

Respect is at the heart of building collaborative, empowering relationships with learners. To engage respectfully, student supporters can:

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• Create space for learners to lead, recognizing and valuing their expertise and lived experiences
• Promote "voice and choice" by offering options for how and when students engage and ensuring they feel in control of their own journey while validating their hopes, needs and aspirations‍
• Honor identity by using preferred pronouns, nicknames and titles to validate each student’s background‍
• Practice cultural humility and mindful curiosity, approaching each interaction with openness and respect‍
• Encourage peer-to-peer connection when appropriate, creating community and shared growth

Putting "Respect" into practice:

Nelson, a self-described introvert, often felt uncomfortable having conversations with his coach in person. To honor his preferences, Coach Anna shifted her communication with Nelson to text messaging. Respectful and patient, she allowed Nelson to set the pace, building trust while giving him control over when and how he chose to engage.

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R is for Redirect

Redirection helps learners stay engaged, build competence and strengthen self-efficacy. To harness the power of redirection, student supporters can:

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• Share anxiety-reducing practices with students (such as counting down from 10 in your head or engaging in mindful breathing techniques before responding to a stressful situation) to engage the prefrontal cortex and reduce knee-jerk reactions.
• Demonstrate the power of visualization. For example, ask students to “Picture yourself graduating. How does that feel?” as a way to keep them focused on their goals and stay engaged.
• Teach the power of "yet," a key element of a growth mindset. For example, helping reframe “I’m not good at math” into “I’m not good at math yet.”
• Highlight and build on learners’ resourcefulness, reinforcing strengths and past successes while celebrating resilience — even small wins — to strengthen self-belief and perseverance.
• Offer specific, targeted feedback to empower learners and reinforce positive behaviors.

Putting "Redirect" into practice:

Coach Mia found it challenging to redirect her adult learner Jason, who often responded defensively to her suggestions or questions. To better support him, Mia became more intentional with her feedback. Instead of asking Jason what he can tackle next, she reflected on his specific efforts, saying, “I really appreciate the way you prioritized your calendar this week — it made a real difference in staying on track.” This shift helped Jason recognize his progress and built greater trust between them.

Creating a safe, inclusive, healing-centered learning environment for lifelong success

Supporting the safety and well-being of learners is a critical practice for retention and completion, as it creates the emotional stability students need to engage with their studies and utilize campus resources. By cultivating a sense of trust through the PCRR framework, we help students transition from a survival mindset into a growth mindset — moving them out of a reactive state and empowering them to stay focused on their long-term goals. When we honor their lived experiences with respect, learners become more receptive to building the Knowledge, Skills and Beliefs (KSBs) required to graduate and ultimately thrive in the workforce.

Whether these practices are new to you or build on work you’re already doing, integrating healing-centered engagement into everyday interactions strengthens your impact and cultivates lasting student success. 

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This blog post is part of InsideTrack's Resources for Resilience, a toolkit designed to help higher ed leaders and staff navigate uncertainty. If you're looking for more coaching-centered resources to help you move through challenging moments, we're here to help. 

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