Balancing Care and Challenge: Integrating Trauma-Informed Learning and Desirable Difficulty

Authors

Cerise L. Glenn, University of North Carolina at GreensboroFollow
Katie Lind, Oberlin College & ConservatoryFollow
Jessica D. McCall, University of North Carolina at GreensboroFollow

Abstract

Amid changing landscapes of campus culture (e.g., new technologies, increasing accommodations requests, program reviews), we utilize pedagogical strategies to expand feminist frontiers in ways that re-energize and promote an inclusive culture of feminist pedagogy. By implementing “desirable difficulty,” we seek collaborative learning environments that address the changing needs of students and teachers while fostering learning effectiveness. Combining aspects of trauma-informed learning with desirable difficulty helps balance these demands with a culture of care, created through approaches designed to promote learning opportunities and meet student needs without overwhelming faculty.

Recommended Citation

Glenn, Cerise L.; Lind, Katie; and McCall, Jessica D. (2025) "Balancing Care and Challenge: Integrating Trauma-Informed Learning and Desirable Difficulty," Feminist Pedagogy: Vol. 6: Iss. 1, Article 11.
Available at: https://digitalcommons.calpoly.edu/feministpedagogy/vol6/iss1/11