Dennis Etzel, Jr. (he/they, MA ‘06) offers another post on Trauma-Informed Pedagogy (TIP) to accompany the one published earlier this year on “Bold TIP Tips: How Learning Happens.” Dennis serves as a Senior Lecturer in English at Washburn University and working on a book about “quiltwork pedagogy.”
Background: As I am a survivor of trauma who built resilience with help from caring professors, I was successful in finishing graduate school (an MA and MFA in creative writing) and going on to live a life I treasure in building a family life, working in a career I love, and being a part of community-building. My studies in Trauma-Informed Pedagogy (TIP) show me how those inspirational professors “got it right” as well as gave me the vocabularies, definitions, ideas, and strategies to further expand on how to help students wherever they may be in their academic journeys.
There was a time about ten years ago that I decided to use “trigger warnings” for classes, as we want to give students a heads up for what could be emotionally difficult, and I, too, thought such warnings could help students. I have learned otherwise. Through further studying articles which describe the further damages “trigger warnings” can cause, as well as exploring equity-centered, trauma-informed pedagogical alternatives to the trigger warning, I wish to share with others my ongoing approach with a content warning which aims to not retraumatize while satisfying the six goals—the pillars—of trauma-informed pedagogy.
What is trauma? What is a trigger warning?
The word “trauma” literally means wound, shock, or injury. Psychological trauma is a person’s experience of emotional distress resulting from an event that overwhelms the capacity to emotionally digest it. The precipitating event may be a one-time occurrence or a series of occurrences perceived as seriously harmful or life-threatening to oneself or loved ones. People process experiences differently, and not everyone has the same reaction to any event; what one person experiences as trauma may not cause distress for another. (Psychology Today, 2019)
This is my favorite definition for “trauma” for its work, implicitly saying trauma does not have to be from a physical act—that it is “distress from an event” that we are unable to “digest.” I describe to students that as the brain is unable to process a traumatic event, that unprocessed memory becomes stuck on the right side of the brain—the side for creativity.
So what we call a “trigger” can be called an emotionally-troubling event that blocks us from moving forward in all of the possible ways and agencies we could inhabit.
Some see the words “trigger warning” as the latest “trend” or “another buzzword,” thus passing judgment on what the practice’s aim. Similar to TIP, critics might also say, “But I am not a therapist.” Of course, trauma-informed instructors are highly-likely not trained as therapists and we don’t know what might trigger a student in our classrooms, but we can do the most important thing for students, as Alex Shevrin Venet (alongside many others) points out: we can teach as part of the support web any student has for a “healthy relational ecosystem” for our students (p. 158). If we can shift to knowing students and think about their lives outside of our classrooms, can we imagine a University where all instructors implemented TIP practices by building one-on-one caring relationships and safety in the classroom? As part of our practices, can we find a “trigger warning alternative?”
Another rebuttal to those who might be against TIP is that it involves the delivery of our teaching and while not reducing any of the course content we teach. When thinking of what we teach, we can point out at the beginning of the semester that there could be any material that is emotionally troubling—as anything could be.
Trigger Warnings as Harmful
As trigger warnings seem like a way to help students who are entering a class where the content describes trauma or traumatic events, the Dean of Student Life at the University I work at confirmed what I feared: Trigger warnings do more harm than good.
My research into trauma-informed pedagogy uncovered such news, like a recent article (Bridgland et al, 2023) I perused when referenced by Amy Norton in a US News article which labelled them “useless.” The article US News cited describes how, after the meta-analysis through the rigorous search of 407 articles to narrow down to twelve articles in which eleven were used, the trigger warning is “ineffective,” “inert,” and “might be actively counterproductive” (Bridgland et al, 2023). Norton listed the trigger warnings, and a sample of them included:
“TRIGGER WARNING: The passage you are about to read contains disturbing content and may trigger an anxiety response, especially in those who have a history of trauma.” Bellet et al. (2018)
“TRIGGER WARNING: The passage you are about to read contains disturbing content and may trigger an anxiety response, especially in those who have a history of trauma.” Bellet et al. (2020)
““The video could . . . trigger extreme distress among some people, especially survivors of trauma.” Boysen et al. (2021)
After reading these examples, I understand why trigger warnings are problematic. These are simple warnings that could shut down anyone who has experienced these kinds of trauma by just reading them. Yes, I am against trigger warnings if they are simply this—a small sign that says the road might be closed ahead and without a detour sign in sight. Instead of detours, we should give students the option to turn off from any road, but come back to the road we are on when possible.
Call for Better Content Warnings
Again, the trouble with many trigger or content warnings might be there is no additional discussion or support of what a student can do if triggered.
I would like to counter propose that we call them content warnings, as we do need to make some kind of alert that the things we are studying, reading, or including in any kind of education might strike a bad chord or affect the student as anything might be a trigger. Again, we don’t know individuals lives and the things they are traumatized by, might have faced, or continue to face.
A content warning and giving a heads up at the beginning of the semester as well as anything you hand out, but letting students reflect on the truth about survivors of trauma, that there is resilience (even reflecting on how we all are lucky to have “made it” to the college classroom) and people can go on to heal and have great lives.
However, we also need to give our students the reflection on and agency for handling whatever might trigger them. By including a numbered blank list to write in their plans provides them strategies that can help. I often do this in the classroom where students offer their own suggestions as a pool of ideas to choose from. I also include what students are allowed to do, like leaving the room whenever they want. I ask students to consider studying in the daytime, not before bedtime and not in the bedroom. Many students offer that they could step back and take a walk while listening to music.
I’m not about to give up on the content warning. This discussion that came from years of not having such warnings, still can be thoroughly discussed.
The Six Pillars of Trauma-Informed Pedagogy
Comparing what I call a Content Warning Plan, they co-relate to the six pillars of TIP work (SAMHSA, Trauma Informed).
Safety: In acknowledging to students we are striving for a physical and emotional space of safety, that their safety and mental health are our primary concern (I include this in my syllabus, too) as we do our best to see and understand each perspective outside of our own. The language of the content warning implicitly says we don’t have to know the details of anything that might trigger, but students can ensure their safety through three plans of action.
Trustworthiness & Transparency: Having this warning in words, while students reflect on how they can also engage in classroom protections, strives for trust, honesty, and following through on our commitment to each other.
Peer Support: One might think of something like peer group review. However, with these defined pillars peer support means that if you are a survivor of trauma, you can choose to be open about it through even saying, “As I am a survivor, I wish I had been handed something like this in my college classroom experiences. I hope everyone benefits from this, survivor or not.”
Collaboration & Mutuality: As healing comes from building relationships and sharing power in the classroom, this content warning and the reflection on what one might do when triggered helps promote agency and a sense of control when in the classroom.
Empowerment Voice & Choice: Not only in giving the choice of what one can do in the classroom as well as leaving the classroom, this promotes the ability to heal and be resilient. This is stated in the content warning, that we don’t see trauma as a deficit but as a reality, and that survivors do heal and go on to have happier lives. This gives the choice for how students wish to participate or not when things are too much to handle—even having “one of those days.”
Cultural, Historical, and Gender Issues: As an instructor or any student of privilege might get into discussions which do not recognize how marginalized systems still exist in the midst of the “everyone is equal now” myth, I have an “ouch” policy—that any student can say “ouch” if anything in a discussion has the potential to be emotionally troubling based on implicit or explicit biases.
The Plan
Finally, this is what I pass out at the beginning of the semester. I am sure this will further evolve as it has evolved from Molly Wolf’s Trigger Warning (Thompson and Carello, 2022, p. 245):
My Content Warning
Please know that in this class, like many of the other courses you are taking, you might come across material that is sensitive or emotionally provocative, and may trigger a response that you weren’t expecting or that becomes overwhelming.
I have designed this content warning so that you can prepare, like many of the things you might come across on or off campus, for what to do–a kind of action plan– when you come across something that triggers you. As we all come from different backgrounds and have unique experiences, what might trigger one person may not affect another person at all. Therefore, I’ve designed this content warning with everyone in mind.
In class, as you might know, I want students here and on time. However, know that you are not trapped in class if going over anything such memories or feelings come to you that are emotionally difficult. I want you to get up and leave, take some time to yourself, maybe even visit the restroom and splash some cool water on your face. Do deep breathing exercises, jumping jacks, and tapping (I am happy to show you this technique). Do what you need to do to feel safe again. Everyone will think you’re just going to use the bathroom, so please don’t hesitate in stepping out of the room. Of course, please try to come back when you can or I will worry about you. If you haven’t returned by the end of class, I will probably gather your things and have them in my office for you to pick up later.
In class, in addition to the content we are covering which might lead to discussions and reflections, if something is said that could be perceived or acknowledged as racist, sexist, ableist, anti-LGBTQ+, anti-ethnicity, anti-religious, judgmental, or emotionally uncomfortable, anyone has the right to respond by saying “ouch.” I will stop my instruction so we may reflect in writing what occurred, then have a discussion without bias or judgement to anyone. We all have implicit biases as culture has created such divides between people. I do my best to analyze my implicit biases while acting out of love and the need for safety, that all students can thrive out of classroom experiences. Please feel free to say “ouch” if I happen to say something that does not align with this intention.
Outside of class, the best practice for studying, regardless of content, is to do it in the daytime. Be sure to leave yourself room at night to wind down and get ready for sleep. I ask students to study during the daytime so that if a student faces troubling or upsetting material, they will have enough time to implement their plan of action and not affect an important bedtime ritual.
Outside of class, take time with your assignments. As it might be emotionally difficult to read or study something from any course, this gives you the chance to stop and step away. You might listen to music, go on a walk, or call a friend. (Call, because you don’t know when they might read a text.) This gives your mind and body the chance to recuperate on its own terms.
Outside of class, if you find that a lot of the course material is too problematic, or you’re even having a difficult time doing work, please reach out to counseling services. They are very helpful in working with students, including developing good study habits, coping with test anxiety, or counseling with important issues like trauma. We also have the campus advocate who is not a mandated reporter for students who have survived sexual assault. For confidentiality in such a matter, please reach out to Molly at —.
Please know, that as these issues that come from the content we might cover or other classes might include, that survivors of trauma do heal. Through finding the best resources, which I’m also happy to help find for you, student survivors can think about the resiliency they have to be able to be at Washburn. Survivors can go on to graduate, build careers, create community, family, and Friends, and go on to have Rich, fulfilling lives. When I talk about survivors of trauma, it is not deficit-centered, but a common reality many of us share. I developed my own saying, it’s not about “What if?” but “What now?”
Please create your own cheat sheet for ways that you can have coping mechanisms if you ever come across emotionally troubling material. Some of the ideas I have include: taking a walk while listening to your favorite music, reading a favorite book, talking to a friend. Brainstorm with other people on their best practices for self-care when it comes to troubling material.
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Note: This content warning borrows from Molly Wolf’s Trigger Warning (Thompson and Carello, 2022, p. 245)
References
Bellet B. W., Jones P. J., McNally R. J. (2018). “Trigger Warning: Empirical Evidence Ahead.” Journal of Behavior Therapy and Experimental Psychiatry, 61, 134–141. https://doi.org/10.1016/j.jbtep.2018.07.002
Bellet B. W., Jones P. J., McNally R. J. (2020). “Self-triggering? An Exploration of Individuals Who Seek Reminders of Trauma. Clinical Psychological Science, 8(4), 739–755. https://doi.org/10.1177/2167702620917459
Boysen G. A., Isaacs R. A., Tretter L., Markowski S. (2021). “Trigger Warning Efficacy: The Impact of Warnings on Affect, Attitudes, and Learning.” Scholarship of Teaching and Learning in Psychology, 7(1), 39–52. https://doi.org/10.1037/stl0000150
Norton, Amy. (2023). “Are Trigger Warnings Useless? New Study Says Yes.” US News: https://www.usnews.com/news/health-news/articles/2023-10-17/are-trigger-warnings-useless-new-study-says-yes
“Psychology Today.” (2019). Trauma | Psychology Today. Psychology Today. https://www.psychologytoday.com/us/basics/trauma
Thompson, P., & Carello, J. (2022). Trauma-Informed Pedagogies : A Guide for Responding to Crisis and Inequality in Higher Education. Palgrave Macmillan.
“Trauma Informed.” (2021). Trauma-Informed Care: http://www.traumapolicy.org. https://www.traumapolicy.org/topics/trauma-informed-care
“Trauma-Informed Care” (Webpage). (n.d.). http://www.samhsa.gov. https://www.samhsa.gov/resource/dbhis/trauma-informed-care-webpage
Venet, Alex Shevrin. (2021). Equity-centered trauma-informed education. W.W. Norton and Company.
Victoria, Jones, P. J., & Bellet, B. W. (2023). “A Meta-Analysis of the Efficacy of Trigger Warnings, Content Warnings, and Content Notes.” Clinical Psychological Science. https://doi.org/10.1177/21677026231186625
— Dennis Etzel, Jr. (MA ’06)
K-State English 