Volume 29, Issue 1 (March-April) invites readers into conversation around trauma and resilience in education. The three Features in this issue include an exploration on how healing and practices can aid in our ability to serve students in their learning, explains strategies for a human-centered framework through which to be alongside students through traumatic experiences and reconsiders the notion of resilience as a construct to make meaning of marginalized student learning and development. The two In Practice articles offer a campus-based perspective on trauma-informed praxis and an interdisciplinary approach to addressing the needs of students through precarious times. The following two Views from Campus explore faculty and students’ visions for teaching in the current college context and elucidate community approaches to resilience. The final article of the issue deepens the case for who, why, for whom, and in what ways student affairs practice matters in relation to student learning and development. Each article encourages the reader to consider how today’s campus communities are experiencing and moving through trauma and what it means to foster resilience in oneself and others as part of our educational praxis.
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