McChesney, Katrina2024-11-152024-11-152022McChesney, K. (2022). A rationale for trauma-informed postgraduate supervision. Teaching in Higher Education. https://doi.org/10.1080/13562517.2022.21454691356-2517https://hdl.handle.net/10289/17042Doctoral researchers are our present and future knowledge-makers. Social justice requires democratic opportunities for knowledge creation, and to this end doctoral supervision theory and practice have become increasingly inclusive, flexible, culturally responsive, and person-centred over time. However, consideration of trauma and trauma-informed practice has remained absent from this work. This conceptual paper signals the need to recognise that doctoral cohorts will include those with lived experiences of trauma. The paper then presents a rationale for developing trauma-informed approaches to doctoral supervision, theorising this approach in relation to wider inclusive education efforts in higher education, Universal Design for Learning, and the social model of disability. Intersections with current trends in doctoral supervision literature and practice are considered, and core principles of trauma-informed practice are identified that can inform work in the specific context of doctoral supervision. The paper offers a fresh perspective on inclusive doctoral education and directions for future work.enThis is an accepted version of an article published in the journal Teaching in Higher Education. © 2022 Taylor and Francishttp://creativecommons.org/licenses/by/4.0/Journal Article10.1080/13562517.2022.21454691470-129439 Education3904 Specialist Studies In Education3903 Education systems3904 Specialist studies in education4 Quality Education10 Reduced Inequalities4 Quality Education16 Peace, Justice and Strong Institutions3 Good Health and Well Being