From awareness to Action: Embedding a trauma informed toolkit for the teaching of sensitive topics in Victimology and forensic science

• Trauma-informed teaching adapted for forensic education is critically examined. • Practical strategies reduce risk of vicarious trauma in sensitive subject delivery. • Five trauma-informed principles were applied to real teaching practice. • Emotional safety was improved without compromising academic rigour. • Barriers within forensic science culture to trauma-informed practice are discussed. This paper presents a conceptual and practice-informed contribution to trauma-informed teaching within forensic science, supported by a focused review of relevant literature. Sensitive topics such as violence, trauma and victimisation are essential elements of forensic science curricula, yet the discipline lacks structured pedagogical guidance to help educators deliver this material safely. Drawing together key evidence from trauma-informed education, psychology and criminal justice, alongside insights from the authors’ own teaching practice, this paper identifies the emotional risks faced by students and the potential for educator desensitisation. These strands of evidence inform the development of a practical trauma-informed teaching toolkit designed to enhance psychological safety, support student autonomy and strengthen resilience in learning environments. By offering actionable strategies and outlining institutional considerations, the paper proposes a framework for embedding trauma-informed approaches across forensic science education to better prepare students for the emotional realities of professional practice.