Trauma-informed pedagogy in forensic science education: Scoping review of and reflection on (very limited) available evidence

Abstract

Trauma-informed pedagogy (TIP) is an educational approach designed to recognise and respond to the impact of trauma on students, fostering supportive learning. It has been used and researched in various academic disciplines for years. However, its integration into forensic science education has not been assessed. Forensic science is a unique field, as it unavoidably covers potentially traumatic content, which is a concern, but also important for future forensic professionals. This scoping review aims to summarise existing research on TIP within forensic science education and reflect on its implications from the perspectives of educators with both field and academic experience. A comprehensive search of multiple databases was conducted, resulting in 1293 unique publications, of which, only two were relevant studies, but with many limitations in terms of novelty. The limited evidence highlights the urgent need for further research tailored specifically to forensic education. This review initiates a critical discussion on implementing TIP in forensic science, aiming to enhance both student well-being and educational outcomes.