Conclusion: A Trauma-Informed Instructional Design

Most instructional design practices are founded on relatively systematic, linear models which tend toward pseudoscientific determination of learning goals, measurable objectives and outcomes. However, this special issue’s contributors reveal approaches that transcend lock-step models. Collectively, their accounts center humanity-centered, co-constructed, adaptive to learner needs. In vein, a move trauma-informed practice will focus the importance collaboration, communication, care. Care involves listening preferences, recognizing needs, anticipating potential barriers learning, embedding targeted tools supports, remaining population served.