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Peer-reviewedCC BY 4.0The Clinical Teacher

Applying Trauma‐Informed Principles to Support Learner Engagement and Wellbeing in UK Undergraduate Medical Education: A Qualitative Study

  • Helen West1
  • Dominic Johnson2
  1. 1Department of Psychology University of Liverpool Liverpool UK
  2. 2UCL Medical School, Faculty of Medical Sciences University College London London England
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Abstract

Introduction: Trauma‐informed education recognises the impact of psychological trauma and seeks to create environments that promote wellbeing and minimise further harm. In medical education, this approach has the potential to enhance student engagement, learning, professional development and overall health. This study explored how trauma‐informed principles (safety, trust, support, collaboration, empowerment and social justice) are currently applied in undergraduate medical education and identified opportunities for broader implementation.

Methods: Thirty‐eight medical educators from six UK medical schools participated in interactive workshops. Participants selected trauma‐informed principles to discuss in small groups, guided by the prompts ‘What are we already doing?’ and ‘What else could we do?’ Data were analysed using template analysis.

Results: Six themes were identified that guide the application of a trauma‐informed approach in undergraduate medical education: recognising student diversity and individuality; fostering connection and belonging; managing sensitive or challenging content; considering clinical experiences; involving students in decision‐making; and the role of educators.

Discussion: Most participants were unfamiliar with trauma‐informed approaches in medical education and valued the opportunity to reflect and share practices. Given that many medical students have experienced trauma or may do so during their training, integrating trauma‐informed principles can help to mitigate its impact and support students.

Conclusion: Trauma‐informed principles promote equity, engagement and wellbeing, offering a valuable lens for improving medical education.

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Cite

BibTeXRIS
BibTeX
@article{west2026applying,
  title = {{Applying Trauma‐Informed Principles to Support Learner Engagement and Wellbeing in UK Undergraduate Medical Education: A Qualitative Study}},
  author = {Helen West and Dominic Johnson},
  journal = {The Clinical Teacher},
  year = {2026},
  month = oct,
  doi = {10.1111/tct.70540},
  url = {https://doi.org/10.1111/tct.70540},
  note = {CC BY 4.0},
}
RIS
TY  - JOUR
TI  - Applying Trauma‐Informed Principles to Support Learner Engagement and Wellbeing in UK Undergraduate Medical Education: A Qualitative Study
AU  - Helen West
AU  - Dominic Johnson
PY  - 2026
DA  - 2026/10/27
JO  - The Clinical Teacher
DO  - 10.1111/tct.70540
UR  - https://doi.org/10.1111/tct.70540
AB  - Introduction: Trauma‐informed education recognises the impact of psychological trauma and seeks to create environments that promote wellbeing and minimise further harm. In medical education, this approach has the potential to enhance student engagement, learning, professional development and overall health. This study explored how trauma‐informed principles (safety, trust, support, collaboration, empowerment and social justice) are currently applied in undergraduate medical education and identified opportunities for broader implementation.  Methods: Thirty‐eight medical educators from six UK medical schools participated in interactive workshops. Participants selected trauma‐informed principles to discuss in small groups, guided by the prompts ‘What are we already doing?’ and ‘What else could we do?’ Data were analysed using template analysis.  Results: Six themes were identified that guide the application of a trauma‐informed approach in undergraduate medical education: recognising student diversity and individuality; fostering connection and belonging; managing sensitive or challenging content; considering clinical experiences; involving students in decision‐making; and the role of educators.  Discussion: Most participants were unfamiliar with trauma‐informed approaches in medical education and valued the opportunity to reflect and share practices. Given that many medical students have experienced trauma or may do so during their training, integrating trauma‐informed principles can help to mitigate its impact and support students.  Conclusion: Trauma‐informed principles promote equity, engagement and wellbeing, offering a valuable lens for improving medical education.
SN  - 1743-4971
SN  - 1743-498X
ER  -