If this is not a possibility, then allow students to use an older version of course texts. If possible, make all course readings free. Ĭ onsider where you can streamline workload while maintaining rigor in order to account for the additional cognitive load, stressors, and trauma that students are experiencing.Įnsure that course texts are accessible, especially to remote learners, such as by using digital texts whenever possible. For more information about, and samples of, content advisories, review CITL's recommended syllabus statements page. Talking transparently about your pedagogical choices to include important, but sensitive, topics can also prepare students for their engagement. Content advisories are encouraged for topics such as: racism, racialized violence, sexual and domestic violence, death and dying, illness, and mental illness. When selecting course topics, be sensitive to the ways that some topics and conversations may require more psychological and emotional preparation to engage with, particularly during a collectively traumatic time. Students should be able to see people like themselves and topics they care about represented on the syllabus. Instructors can make adaptations to their teaching in order to better support student learning and prioritize students’ emotional safety under these conditions.įor more information, review the resources available at the following website: Trauma-Informed Teaching and Learning: Bringing a Trauma-Informed Approach to Higher EducationĬreate a culturally-inclusive course syllabus that includes a variety of perspectives. Students deserve a rigorous learning experience, but they also need appropriate support. The conditions of our current moment are more likely to impact students and colleagues of color, first-generation college students, and low-income students. Students, TAs, and Instructors alike may find it more difficult to focus, manage their time, make decisions, concentrate, cope with stressors, and perform academically and professionally.Īll people have been exposed to some level of stress and trauma since the start of the pandemic. Trauma affects brain function and learning, including higher-order thinking skills and executive functioning skills. Trauma refers to the embodied and psychological impact of a stressful event or set of circumstances that is experienced as emotionally harmful or threatening. We are living, teaching, and learning in uncertain and ever-changing conditions that can make it difficult to connect with our school and home communities and to heal amongst our networks.Īll of these things affect how people learn. Recent climate disasters, including wildfires in Santa Cruz county, have displaced members of our community (some of whom lost their homes), caused stress and anxiety, and impacted people’s respiratory health. Students, like TAs and Instructors, may be maintaining additional responsibilities when parenting or caring for dependents while trying to focus on learning and working. Students, TAs, and Instructors alike may be experiencing challenges in their living environments (e.g., challenges with internet connectivity, lack of quiet study or work space, family responsibilities, work responsibilities, family conflict, lack of privacy, domestic violence, anti-LGBTQ+ bias, depression, anxiety, isolation, and other serious challenges). Ongoing police violence and anti-Black racism have come to new light and have created additional trauma and stress among Black people.Īn increase in anti-Asian racism and violence has created additional trauma and stress among Asian, Asian American, and Pacific Islander community members. People of color, as well as low-wage workers and undocumented people, have been disproportionately affected by the economic fallout from the pandemic. We are in an ongoing pandemic that has affected just about everything in our society.īlack, Latinx, and Native people have been disproportionately affected in health outcomes from the pandemic.
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