Author: Nanditha Unni
DOI Link: https://doi.org/10.70798/Bijmrd/04041001
Abstract: Trauma experienced in life often manifest silently within us through emotional and behavioural challenges and disengagement from learning. In recent times, there is an increased emotional burden among the learners. Familial, social, economic, and academic stress all contributes to this. This paper explores the educational significance of trauma narratives. By positioning storytelling and narrative expression as pedagogical tools which will enable learners to express themselves. By drawing from trauma theory, narrative psychology, and humanistic education, the study conceptualizes trauma narratives as an educational practice that build emotional safety, resilience, empathy, and learner agency.
Through a qualitative approach, the paper examines how narrative-based pedagogy with the help of reflective writing, literature response narratives, and guided storytelling can build up emotionally responsive learning spaces. The discussion aligns trauma-informed narrative pedagogy with the vision of NEP 2020, thus emphasizing holistic development, learner-centred education, and emotional well-being. The paper argues that integrating trauma narratives into educational practice contributes to inclusive education as it validates student voice, strengthen emotional resilience, and cultivate empathetic classroom communities. It concludes by advocating for trauma awareness and narrative competence as essential components of teacher education and pedagogical reform.
Keywords: Trauma Narratives, Narrative Pedagogy, Emotional Safety, Resilience, NEP 2020, Holistic Education.
Page No: 1-4