In this conversation, Tom and I discuss the various trauma-informed practices such as safety, choice, empowerment, trustworthiness, and collaboration and how they can be applied in higher ed math courses. There are specific design choices that can be used to combat negative and restrictive mindsets that some students bring into math classes. And once these affective parts of the learning process are addressed logically and systematically, students can find greater success where they often previously found frustration. You’ll also see many connections with the UDL guidelines throughout this conversation with specific emphasis on multiple means of engagement.