Inclusive Language Trigger Content Warnings University Housing

As educators, we want to challenge students to think deeply and critically about the content in the courses we teach. We strive for our classes to be transformative experiences and know that shaping a positive learning environment is essential to making that happen. One way to create a welcoming learning environment is to use content notes—commonly called trigger warnings—to alert students to potentially traumatic material. This is not about creating a so-called “safe space”; rather, it is about supporting all of our students. Research shows that the majority of students have survived a traumatic event—warning them about content that may be distressing is a pedagogical practice that aligns with the principles of Universal Design for Learning.This guide... In psychology, a “trigger” is an experience or stimulus that recalls a traumatic event from the past for an individual.

To understand the impact of trigger warnings, we must first understand that our students are real people with feelings and unique experiences—thus, they may be triggered by difficult content in our classes. To create a welcoming environment for all our students, we want to be mindful about the content we teach, how we introduce it in the classroom, and how we teach it in real time... The practice of using trigger warnings began in the early 2000s on feminist websites “to warn readers of fraught topics like sexual assault, child abuse, and suicide, on the theory that providing warnings would... Throughout the early 2010s, trigger warnings became a common practice in certain social media spaces. Viewers might also encounter trigger warnings in the openings of television programs that addressed difficult or distressing content. Trigger warnings for content are what forecasts are for rain; they prepare us to weather distressing experiences.

In a higher education context, these warnings allow students to choose if and how to engage with the course content, such as by employing emotional management skills, refraining from a discussion or leaving the... However, the balance of benefits versus risks of using trigger warnings in classrooms has become a point of contention. Classrooms should be judgement-free zones, yet when implementing trigger warnings, the instructor subjectively defines what they consider to be triggering, but we don’t know all of our students’ idiosyncrasies so can’t always know which... If a student’s trigger is not prefaced with a warning, they may feel that the classroom isn’t inclusive or safe. Conversely, if an instructor tacks warnings on to all content that has the slightest potential to harm, it trivialises trauma and dilutes the authenticity of these warnings. Perhaps trigger warnings might be helpful for all students, with or without histories of significant trauma, in the way that providing sufficient colour contrast on course materials increases readability for all students, whether they...

Akin to this, we accept when television shows and news outlets warn us that “viewer discretion is advised” whether we personally need the warning or not. Rates of mental illness among students have been rising. Trigger warnings can reduce stigma and increase accessibility to course content by forewarning students to set up strategies to safely engage with content. Kate Manne in The New York Times writes that not providing trigger warnings is “akin to occasionally throwing a spider at an arachnophobe”. This resistance may be tied to the medical hierarchy where physical illnesses and trauma are still seen as more legitimate than mental illness and trauma. Including a content warning (also known as a “trigger warning” or “content notice”) is the practice of providing notification of potential adverse emotional consequences of forthcoming content (Boysen, 2017).

What is American Studies? To answer this question, we will examine several different disciplinary approaches to the study of America. From history to sociology to anthropology to art history, we will explore how scholars in various fields construct their arguments; evaluate evidence; and contribute to the field of American Studies. This class contains readings and materials that may be difficult to encounter. If at any point you have concerns about how the class materials might affect you, please do not hesitate to be in touch with me. It is impossible to teach a course on ethics of any worth, particularly one that aims to engage the world on its terms and not to retreat wholly into the realm of the abstract,...

Part of our task as a class will be to learn how to discuss these topics in a productive way. A non-negotiable norm of the course will be that we strive to create a brave space to tackle these matters. Brave, however, does not mean that we will avoid difficult, troubling, upsetting, unsettling and sometimes emotionally charged topics. All care will be taken to confront these issues responsibly. Confront them, though, we must. Example from Leland and Kulbaga (2018), Journal of Curriculum and Pedagogy

A note about the readings: Authors sometimes write memoirs after surviving or witnessing abuse, assault, family violence, self-harm, military conflict, or other trauma. While these stories are moving and inspirational, they can be painful or triggering to read. Don’t hesitate to contact Counseling Services [number] at any time, or visit [website] for helpful resources, including suicide awareness and prevention, mental health, and veteran support. Self-care is strength! Please let me know if there’s anything I can do to support your learning experience in this class.

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