Teaching in the Aftermath of Violence and Tragedy
For Tyre Nichols and his family, life will never be the same. The senseless beating and death of Tyre Nichols may bring feelings of hostility, anger, sadness, despair, and you may even recall past trauma and events, such as the beatings of Rodney King and Freddie Gray. As faculty and staff who teach to empower our students to promote social justice and become agents of change in the community, how do we teach in times of crisis and violence? How do we support our students through the rollercoaster of emotions and provide them with the support to keep being agents of change in a broken world?
Teaching after a traumatic event can be challenging. It is important for us to be prepared and have a plan in place to address the needs of our colleagues and students who may be affected by the aftermath of violence. Here are a few suggestions to consider as you navigate through these upcoming challenges:
Do Something: Research shows that acknowledging the event is crucial to show students support and providing a safe and supportive learning environment. Do not ignore the tragedy that has occurred or continue with class without mention for the opportunity for support (Huston & Dipietro, 2007).
Provide a Moment of Silence: This provides the students with acknowledgement and shows the instructor’s side of humanity. If you are uncomfortable with talking about the event, this option takes little class time and still shows empathy and support for students.
Be Mindful of Cognitive Load: During stressful times, such as the aftermath of a traumatic event, students and faculty may experience an increased cognitive load due to the added stress and emotional burden. In these situations, it is important to be flexible with due dates, and reduce workload. I know reduction of workload often carries a fear of less “rigor” and “lower academic standards;” yet, you can still maintain high academic standards through Trauma-Informed Pedagogy.
Create a Relevant Assignment: Consider how you may “use the lens of [your] discipline to examine the events surrounding the tragedy,” such as assigning a relevant poem, connecting it to a similar historical moment, or examining the engineering concepts involved in a relevant structure (Huston & Dipietro, 2007, p219).
Share our Campus Resources: Provide and direct students to the many resources of the University that offer student support services.
While we often focus on students during times of tragedy and loss, it is important to acknowledge our faculty and how we can support one another through these challenging times. It is important to seek support from our colleagues, mental health providers, friends, and family. As faculty burnout is slowly recovering from the pandemic and feelings of uncertainty, it is important to acknowledge our need for wellness! Remember that it is not necessarily your role to become a counselor, and, in fact, it may be counter-productive for the students if you discuss emotionally difficult issues without providing appropriate support and assistance.
References:
Huston, Therese A., & DiPietro, Michele. (2007). In the eye of the storm: Students perceptions of helpful faculty actions following a collective tragedy. In D. R. Robertson & L. B. Nilson (Eds.) To Improve the Academy: Vol 25. Resources for faculty, instructional, and organizational development. Bolton, MA: Anker. Pp. 207-224.
Imad, M. (2020, June 3). Leveraging the Neuroscience of Now. Seven recommendations for helping students thrive in times of trauma. Retrieved January 30, 2023, from https://www.insidehighered.com/advice/2020/06/03/seven-recommendations-helping-students-thrive-times-trauma
Resources:
Difficult knowledge, trauma informed pedagogy and safe-ish spaces. Difficult Knowledge, Trauma Informed Pedagogy and Safe-ish Spaces | The American Cultures Center. (n.d.). Retrieved January 30, 2023, from https://americancultures.berkeley.edu/ttt/trauma-informed-pedagogy