Internationalizing Trauma-Informed Perspectives to Address Student Trauma in Post-Pandemic Tertiary Education


  • Joshua Mark Anzaldúa


The COVID-19 pandemic has been a time saturated with economic, health, and natural crises, resulting in immeasurable human suffering. Civil-political movements have erupted in the United States that exposed the world to a disheartening view of western injustice, violence, and death as human rights violations increased, seemingly unabated. US students also witnessed a world riddled with global crises. The impact of such potentially traumatic exposures on the future of college students’ mental health and academic wellness clearly points to a need for college and university systems to reimagine more trauma-informed organizational structures. A trauma-informed human rights perspective could make significant contributions to post-secondary education systems to maximize mental health and academic benefits for present and future college students—a generation of student pandemic survivors predicted to experience pandemic-era psychosocial repercussions impacting their education for years to come.

How to cite this chapter:

Anzaldúa, J. M. (2022).  Internationalizing trauma-informed perspectives to address student trauma in post-pandemic higher education. In  R. Ammigan, R. Y. Chan, & K. Bista, (eds), COVID-19 and higher education in the global context: Exploring contemporary issues and challenges (pp. 154-171). STAR Scholars.


Download data is not yet available.

Author Biography

Joshua Mark Anzaldúa

Joshua M. Anzaldúa is a fourth-year doctoral student in the Department of Educational Leadership and Policy Studies at the University of Texas at San Antonio. His research agenda aims to help transform ways educational systems respond to distinct academic and non-academic needs of society’s most underserved and vulnerable student populations. Email:




How to Cite

Anzaldúa, J. M. (2021). Internationalizing Trauma-Informed Perspectives to Address Student Trauma in Post-Pandemic Tertiary Education. STAR Scholar Books, 154–171. Retrieved from