Instructor Communication of Social Support With Trauma-Affected Students

Abstract

Many students in higher education institutions are exposed to traumatic events, such as violence and sexual abuse, which adversely affect their academic and social lives. The classroom is regarded as the most consistent environment in the lives of trauma affected students and should serve as a therapeutic space for effective intervention. This study investigated how instructors at the University of the Free State communicate social support to trauma-affected students in the field of instructional communication. Guided by the rhetorical and relational goals theory (RRGT) and the social support theory (SST), the study examined how relational and communicative processes shape instructor-student interactions in the context of trauma. Employing an interpretivist design, a qualitative approach, and convenience sampling, the researcher conducted semi-structured interviews with 15 trauma-affected students and 15 instructors. The data were analysed using Braun and Clarke’s (2022) reflexive thematic analysis. The study found that students often refrain from disclosing their trauma due to fear, distrust, and language barriers. It also illustrates how large class sizes and the absence of trauma-informed training impede communication between instructors and students. Furthermore, the study found that smaller classes and caring communication enhance trust and engagement. The study extends the RRGT and SST by demonstrating that rhetorical success is contingent upon relational safety and linguistic sensitivity in multilingual classrooms. The findings underscore the necessity of trauma-informed training and caring pedagogies to enhance social support in higher education. Ultimately, the study highlights the central role of instructor-student relationships in supporting trauma-affected students and advocates for institutional policies that promote trust, empathy, and culturally responsive communication.