Talking ELT

What does trauma-informed teaching actually look like in practice, and why is it relevant to every classroom?

In this special episode of Talking ELT, Hayo Reinders and Orsolya Dunn explore how trauma can shape learners’ experiences, relationships and capacity to learn. Drawing on research and their own classroom experiences, they discuss how trauma-informed practice can help teachers and institutions better support all students.

The conversation explores how trauma can affect learning and classroom participation, and why psychological safety, learner agency and belonging matter for all learners. It also examines what trauma-informed practice looks like in language education, and how teachers can build more supportive classrooms.

Packed with practical insights and thoughtful reflection, this episode offers valuable guidance for ELT teachers, teacher educators, school leaders and anyone interested in creating more inclusive, human-centred learning experiences.

Additional Resources If this conversation has sparked your interest, download Hayo Reinders' Oxford University Press focus paper, Supporting Refugees: A Primer for Language Teachers. The paper explores how trauma-informed approaches can support refugee learners and offers practical advice for teachers, schools, and educational organisations - > https://oxelt.gl/4c5Pbat

References:

Canagarajah, S., & Hensman, C. A. (2026). Post‐Traumatic Growth in the Global South: Possibilities in Relational Ethics from Communities to Classrooms. TESOL Quarterly.

Cook, S.R. and Dewaele, J.M. (2026), “I Own My Life Now”: Implications of Trauma Survivors' Language Acquisition for a Pedagogy of Empowerment in TESOL. TESOL J, 60: S26-S52. https://doi.org/10.1002/tesq.70068 González, J. (2025).

Trauma-informed methodologies: advancing educator professional learning through international collaboration. Qualitative Research Journal, 25(4), 416-433. Langer, E. J. (2016). The power of mindful learning. Hachette+ ORM.

Chapters

(00:00:00) - Introduction
(00:02:38) - From Refugee Education to Trauma-Informed Teaching
(00:04:59) - What Does Trauma-Informed Teaching Mean?
(00:10:48) - The Impact of Trauma on Learning and Language Acquisition
(00:16:14) - Understanding Classroom Behaviour Through a Trauma Lens
(00:21:22) - How to Create Psychological Safety in the Classroom
(00:26:38) - Advert: Supporting Refugees Focus Paper
(00:27:45) - Teacher Leadership and Trauma-Informed Schools
(00:34:27) - Learner Agency, Belonging and Inclusive Teaching
(00:38:08) - Assessment, Feedback and Trauma-Informed Practice
(00:52:45) - Practical Trauma-Informed Teaching Strategies

How do you choose the right digital tools for your classroom?
In Episode 2, Sophia Mavridi and Geoff Stead focus on what it really means to take a pedagogy-led approach to technology. They challenge the idea that all digital tools automatically improve learning, instead emphasising the importance of starting from clear teaching goals.
The conversation also explores how teachers can select and evaluate tools based on student needs, context, and learning outcomes. By combining practical classroom thinking with insights from large-scale digital learning platforms, the message is clear: effective digital pedagogy is not about using more technology, but about making better-informed decisions about how and why to use it.
Download the Digital Pedagogy position paper here -> https://oxelt.gl/4oYLtVg

What does the future of language teaching look like, and how should teachers prepare for it?
In the final episode, Geoff Stead and Sophia Mavridi explore emerging trends and the future of language education. They reflect on a rapidly changing landscape shaped by new technologies, including advances in AI, alongside growing caution about how and when technology should be used in classrooms.
The conversation introduces the idea of “teaching for the future,” encouraging teachers to focus on adaptability, critical thinking, and human connection in a world where tools are becoming more powerful and accessible. Offering practical reassurance, the episode emphasises starting small, staying reflective, and helping learners develop the awareness and skills they need to use technology thoughtfully and effectively.
Download the Digital Pedagogy position paper here -> https://oxelt.gl/4oYLtVg

What does digital pedagogy mean for teachers, and why can it feel so challenging?
In this episode, Geoff Stead and Sophia Mavridi turn their attention to the teacher experience, exploring the pressures and uncertainties that come with teaching in a technology-rich environment. They acknowledge the sense of overload many teachers feel and emphasise that uncertainty is a natural part of change.
As the discussion develops, they examine how the teacher’s role is evolving, particularly as students gain more autonomy and access to information. They highlight the importance of reflection, experimentation, and collaboration, reinforcing that strong pedagogy remains at the heart of effective teaching.
Download the Digital Pedagogy position paper here -> https://oxelt.gl/4oYLtVg

What does digital pedagogy really mean for English language teaching today?
In the opening episode of the Talking ELT Digital Pedagogy series, Geoff Stead and Sophia Mavridi explore the foundations of this increasingly important concept. The conversation moves beyond tools to focus on pedagogy, examining how digital technologies reshape the context of teaching while leaving core learning principles intact.
As the discussion unfolds, they explore how communication, learner autonomy, and trust are evolving in digital environments. Challenging common assumptions, they highlight how learners are already using technology in thoughtful ways, and what that means for teachers looking to respond with confidence.
Download the Digital Pedagogy position paper here -> https://oxelt.gl/4oYLtVg