Implementing Trauma-Informed Practices in Academic Libraries

I've been working on a project with my colleagues at UBC Library -- Edlyn Lim and Celia Hagey on a project proposal called, Implementing Trauma-Informed Practices in Academic Libraries: Empowering Staff to Foster Resilient and Inclusive Learning Environments, as part of a Strategic Equity & Anti-Racism Enhancement Fund (StEAR) grant application.   In our research into writing this grant, the webinar above is an excellent starting point.  

Trauma-informed librarianship in academic libraries is an emerging approach that recognizes the impact of trauma on students, staff, and faculty and aims to create supportive, empathetic environments that foster learning, engagement, and well-being. The Mesa Community College has a very good LibGuide on trauma-informed approach to services in libraries.  It's really worth a look, and a good model for libraries.   A blog entry won't be able to appropriately dive into the nuances of trauma-informed librarianship, but here are the key points of our project proposal:  

Understanding Trauma's Prevalence in Academia: College and university students often experience various stressors, including academic pressure, financial burdens, social challenges, and sometimes personal trauma, such as abuse, discrimination, or the loss of loved ones. Additionally, many students and staff may carry the weight of past traumas. Trauma-informed librarianship acknowledges these experiences and works to mitigate triggers that could exacerbate stress, anxiety, or PTSD symptoms within library spaces.

Creating Safe and Supportive Spaces: Academic libraries are often viewed as safe havens, where students can study, reflect, and engage in personal and academic growth. By implementing trauma-informed practices—such as clearly marked exits, accessible spaces, and staff trained in empathetic communication—libraries can foster environments that feel safe and supportive. This approach encourages all users, especially those with past trauma, to fully utilize library resources without feeling overwhelmed or marginalized.

Building Trust and Community: Trauma-informed practices in libraries emphasize respect, choice, and collaboration. For library staff, this means adopting a non-judgmental approach, being mindful of language and body language, and offering support with patience and care. Building these relationships creates a community of trust and understanding, helping users feel valued and respected in the library. This can lead to increased library use, participation in academic support programs, and greater overall engagement.

Improving Access and Inclusion: Trauma-informed librarianship aligns closely with inclusivity and accessibility efforts. Students from marginalized backgrounds—such as those who have experienced racism, discrimination, or other systemic injustices—are more likely to carry trauma. Academic libraries can improve access for these students by understanding and accommodating their unique needs, which might include providing quiet study areas, mental health resources, or flexible borrowing policies for students with significant life challenges.

Supporting Mental Health and Academic Success: Research shows that trauma can negatively affect concentration, memory, and learning—all of which are crucial for academic success. By adopting trauma-informed practices, libraries can indirectly support students’ mental health, which in turn supports their academic achievement. Staff who are sensitive to the signs of trauma can better assist students who may struggle with certain academic or social pressures, offering alternative ways to engage with resources and fostering a healthier, more supportive educational environment.

Of course, it goes without saying that incorporating a trauma-informed approach into academic libraries requires investment in training, policy adjustments, and a commitment to understanding and addressing the complex needs of the academic community.  This will be our main challenge -- to be able to work with the administration in rolling out these initiatives.  But this is much worth it in the long-run because the payoff is that this approach not only supports individual well-being but also strengthens the overall resilience and inclusiveness of the educational environment of the academic library.