The recent natural disasters affecting our state and beyond have deeply impacted our UNCG community. As instructors, it’s important to recognize how these challenges impact students’ ability to learn and engage. When we are worried about the basic needs of ourselves or our families being met, we are operating in survival mode or “red brain” (see infographic), which is not optimal for learning. Trauma-informed teaching provides a framework for fostering a sense of safety, trust, and support in the classroom—whether virtual or in-person. By acknowledging the emotional and psychological needs of our students, we can foster student success by creating more resilient learning environments. We created the acronym SAFETY to represent practical trauma-informed strategies for supporting students during these challenging times through your teaching. Thank you to Shannon Barr of ITS Learning Technologies for their contributions to this week's teaching tips.
Supportive Environment. While we cannot control what happens outside of our classrooms, we can focus on working collaboratively with our students to foster an environment in which students feel emotionally and psychologically safe. We can achieve this by asking a simple question: “What do you need from your instructor and classmates to feel supported and ready to learn right now?” This can be facilitated in a class discussion or by providing the opportunity for students to complete an anonymous Microsoft Form (use this template). Remember, you can also raise personal concern flags in Starfish so that students get connected to the resources they need.
Acknowledge. Simply taking time in class or in a Canvas announcement to acknowledge that students may be encountering challenges due to Hurricane Helene or other circumstances can be incredibly impactful. Equally important is acknowledging that difficulty focusing, low motivation, changes in energy, and any of the behaviors outlined in the trauma-informed iceberg are normal responses to traumatic events and that there are resources (see section on “You are not Alone” below) available to navigate these challenges. This helps students to feel supported and be more willing to reach out and ask for help.
Flexibility. Where possible, offer flexible policies around deadlines and assessments to accommodate students' varying needs. Make sure that deadlines are adjusted in Canvas and explained clearly to students so there are no misunderstandings. You can adjust deadlines for certain students or for the whole class, consider dropping the lowest grade on a particular assignment, remove the automatic deduction late policy if that is applicable in your course, and/or excuse an assignment altogether. Reach out to your Academic Technology Specialist or 6Tech if you have questions about making these changes in Canvas.
Empathy. Approach interactions with empathy, understanding the different challenges students may face. Note that students’ (and our own) window of tolerance may be narrower than usual, meaning that their responses to feedback or other forms of communication could cause them to shut down (hypoarousal) or become more anxious (hyperarousal). Remember that this is more of a reaction to the situation rather than a response to you or their classmates. Showing students the brain graphic featured in the Trauma-Informed Infographic can help them build more self-compassion and empathy towards others as well.
Transparency and Trust-Building. Create trust by being transparent and consistent in your teaching and communication about where you can and cannot provide flexibility in the course and why. Including the “why” behind your teaching policies and practices allows students to be clear about your expectations and make informed decisions. If you are also feeling more distracted and thinking a lot about friends, family, and colleagues in WNC, you may also choose to be transparent by sharing this with students as a way to build trust. Additionally, note that not all students feel comfortable sharing details about their difficulties or needs but that doesn't mean that they aren't real - trust that students are asking for what they need.
You’re not alone. Be aware of available resources to share with colleagues, and students and make sure you are also taking care of yourself. Also remember that the role of a trauma-informed educator is to be aware of the ways in which trauma impacts learning and foster feelings of safety in learning spaces, not to hold space with students to process their trauma. Hurricane Helene Resources and Support from UNCG from the Chancellor’s office contains information about resources like Counseling and Psychological Services for both students and employees as well as opportunities to help those impacted. The National Childhood Traumatic Stress Network has free disaster mental health training opportunities that provide valuable insight as to how disaster trauma impacts mental health for instructors who would like to deepen their understanding of what survivors might be going through. The Psychological First Aid and Skills for Psychological Recovery trainings are primarily intended for individuals serving those impacted by disaster.
