Embedding trauma-informed pedagogy in forensic education: a pathway to wellbeing and resilience

ABSTRACT The educational approach used in forensic training within the Queensland Police Service (QPS), remains largely pedagogical and fails to meet individual learner needs. Many participants face operational or organisational trauma, impacting learning and retention. Without a trauma-informed approach, training risks re-traumatisation and missed opportunities to teach resilience strategies. The application of Trauma-Informed Pedagogy (TIP) in forensic education, shows TIP enhances engagement, motivation, and performance while fostering psychological safety and resilience. The review reveals a lack of literature on forensic police education and wellbeing, underscoring the need for inclusive, supportive teaching practices. It offers recommendations for TIP integration and contributes to broader efforts to improve educational outcomes and wellbeing in high-stress professions.