Trauma-informed pedagogy in forensic science education: Scoping review of and reflection on (very limited) available evidence
Year: 2024
Type: article
Study design: Systematic Review
Abstract: • This is a scoping review on trauma-informed pedagogy (TIP) in forensic education. • It identifies gaps in educational research and practices in forensics. • There is need for adapted strategies balancing academic rigor and emotional safety. • It calls for research on TIP’s acceptance and effectiveness in forensic courses. Trauma-informed pedagogy (TIP) is an educational approach designed to recognise and respond to the impact of trauma on students, fostering supportive learning. It has been used and researched in various academic disciplines for years. However, its integration into forensic science education has not been assessed. Forensic science is a unique field, as it unavoidably covers potentially traumatic content, which is a concern, but also important for future forensic professionals. This scoping review aims to summarise existing research on TIP within forensic science education and reflect on its implications from the perspectives of educators with both field and academic experience. A comprehensive search of multiple databases was conducted, resulting in 1293 unique publications, of which, only two were relevant studies, but with many limitations in terms of novelty. The limited evidence highlights the urgent need for further research tailored specifically to forensic education. This review initiates a critical discussion on implementing TIP in forensic science, aiming to enhance both student well-being and educational outcomes.
Source: Science & Justice
Authors: Rafael Venson, Ann-Sophie Korb
Institutions: University of Glasgow, University of the West of Scotland
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $3,720
OpenAlex ID: W4405535958