When reading the article, ‘Belonging through assessment, pipelines to compassion‘ [Hill et al. (2023)] I was particularly drawn to the chapter on ‘trauma informed policies’: page 67-70 and especially in the context of being a first-year tutor. Although focused on assessment specifically, I was interested in viewing the article as a suggestive piece on how to approach student centered learning embedded with holistic well-being and the importance of a trusting relationship between student and tutor, particularly in the first-year of HE (higher education) as for many students not only are they embarking on a new way of working and learning, but they are often living away from home for the first time, sometimes in an entirely new country, having to learn basic ‘survival’ skills such as cooking/shopping/washing for themselves, paying rent and bills, and living off a budget – some even find themselves in their first part-time job. All of this can be quite hard for them to manage and can impact on their overall happiness and ease in settling into a new environment, causing additional stress and anxiety.
The issues outlined above triggered me to think about Maslow’s theory [Maslow, 1943] and the hierarchy of needs which explores the notion of hierarchal needs and the disruption to life in the sense of satisfaction and fulfilment if those needs are not met. Please see diagram below.
For example: If a student was to have a delay in accessing their student loan and therefore couldn’t afford to pay their rent or buy food, this would mean that their ‘physiological’ and ‘safety’ needs were not being met, which would impact in turn on their ‘love and belonging’, ‘esteem’, and ‘self-actualization’ needs. In the context of university study this might mean that they don’t feel a sense of connection with their class mates or tutors, that they become withdrawn and unable to focus on their studies, their self-esteem might fall resulting in them feeling as though they are not good at their subject (which in design education can be rife because design and product creation is such an extension of the self, sometimes leading to feelings of vulnerability anyway). All of which can impact on their ability to self-actualize and become the very best they can be with regards to their studies as well as in their overall development into adulthood.
Based on the aforementioned article, specifically the chapter ‘trauma informed policies’. I believe that as an educator, it’s really important to build up a trusting relationship with students as well as being present and able to talk, to help to ‘mitigate the destructive nature of trauma’ (in the context of basic needs not being met). In the instance of them not feeling ‘safe’ this trusting relationship would help them to feel supported, held and able to discuss issues, which would help the member of staff / tutor to signpost students to mechanisms and support systems that can guide them.
Ultimately, for a student to thrive and succeed in becoming who they are destined to be, not only do their basic needs need to be met, but they need to feel safe in confiding in their tutors should problems arise leading to instability within their lives. If this is not the case then they may leave the HE system, or their overall results may be impacted, which could affect their viewpoint of themselves/ mental health and well being longer term.
Further references: A video explanation of Maslows hierarchy of needs: