About this Project

This project proposes the development of student co-created learning resources to promote and develop individual student and peer-to-peer self-care skills and wellbeing. Building on a recently completed WIHEA-funded project to generate educator guidance for trauma-informed pedagogies (1) and drawing on established sector leading-practice of project partners from Harvard Medical School (2) and acknowledging the prevalence of trauma and other mental health difficulties in current, post-pandemic student populations, we will embed trauma- informed perspectives in developing self-care learning resources.

Scenario-based student created resources and associated professional skills for self-care, peer-to-peer care and wellbeing will be relevant and applicable across a range of settings and disciplines. This project will enable sharing of emergent good practice and provide novel opportunities for cross-institutional peer learning.

Project Aims

We aim to co-create case-based resources for student professional development and selfcare training. Applying a socioecological model to evidence-based selfcare training, we aim to create learning resources addressing:

• Individual selfcare Interpersonal wellbeing (peer-to-peer care)
• Organizational resources to support self & peer-to-peer care
• Advocacy training, preparing students to enact change at systems level.

Resources will:

• Feature scenario-based (fictional) cases of student-facing issues, trauma-related impacts & challenges to own & peer wellbeing.
• Explore underpinnings & intersections of trauma-related impacts. Explore and apply skills for selfcare & peer-to-peer care, in learning contexts, and general personal & professional development.
• Explore advocacy skills to identify & address systems challenges to selfcare. Student perspectives will inform themes explored. Noting likely added value of social, situated learning, resources will be used in synchronous peer-led events.