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As a campus community, we should all strive to foster trauma-informed, resilient and inclusive classrooms and communities. When difficult topics come up in class or discussions, content warnings may feel like an obvious solution or a default strategy to prepare students. 

Here are a few things you should know about content warnings and how to implement more trauma-informed practices within your classrooms. 

1. What are content/trigger warnings? 

Content and trigger warnings include any verbal or written notices that precede potentially distressing content. In the context of classrooms, these warnings are sometimes used to cover things like reading materials, lecture content, videos, homework assignments or topics that may come up in classroom discussions. 

Warnings inherently make assumptions about how students may react or respond. They also indirectly communicate that only certain topics can be distressing. When trigger and content warnings are used in these ways, it often overlooks the range of ways trauma responses show up for people.  

Additionally, content and trigger warnings rarely help individuals avoid certain subjects because, in practice, they are given within a moment’s notice. Moreover, indicates they might even heighten feelings of distress or fear for some individuals. 

2. Why are content/trigger warnings used? 

Trigger and content warnings are often used with good intentions. In many cases they are meant to: 

• Provide emotional support 
• Help individuals prepare for or avoid material that may remind them of traumatization 
• Alert individuals that content relates to the experiences of historically marginalized groups 
• Validate strong emotional responses or dysregulation related to difficult topics 
• Show solidarity with marginalized communities and/or trauma survivors 

3. How can we implement more trauma-informed practices? 

The best way to prepare students for your courses is to be transparent about what content you plan to cover, and when. Try to make this a regular practice for all content and assignments (not just those you believe may be distressing). This allows students to build self-awareness and strengthen their decision-making skills. 

Use your syllabi 
Use your syllabus as a guide to let students know what content you plan to teach. Your syllabi should include a timeline for assignments, course discussions and other materials you plan to cover.  

Provide timely reminders 
Reminding students about upcoming assignments and lecture topics can help them better prepare for class. You can give them a heads up in class, through Canvas or regularly refer them to your syllabus schedule. Because we can’t know what kinds of content will be distressing to students, consistently reminding them of upcoming topics gives them the best opportunity to engage in self-care and self-advocacy. 

Focus on content over impact 
Regardless of the content you plan to cover, it’s important to avoid making or communicating assumptions about how students will respond or react to specific topics or materials. Instead, you should focus on being upfront about all themes and topic areas. Here are a few examples: 

• As I shared on Canvas, I will be covering [topic/theme] in class today. 
• Next week, we will be covering [topic/theme]. 
• This video covers [topic/theme] and contains scenes and images that show [topic/theme]. 

Be mindful of unexpected responses 
No one can predict what might or might not be triggering for individuals. For instance, certain smells, sounds or images may be distressing to some trauma survivors but not others. Avoid labeling content as distressing, which may not align with students’ emotional experiences. 

It’s also important to avoid assuming a student is having a triggering response or singling them out based on their response. Instead, try to check in with your entire class. For instance, you could ask things like, “How are we feeling about this content?” or “Should we take a quick break?” Asking students to give a thumbs up or thumbs down is a great way to gauge overall sentiments without forcing anyone to self-disclose their own reaction.  

Demonstrate an openness to feedback 
While we all want to support our students, you may need to provide them with consistent reminders that you’re open to feedback. Here are a few strategies that can help students know they can approach you with feedback: 

• Provide ongoing reminders about office hours and what students can expect when they meet with you. 
• Solicit student opinions on assigned readings or lectures. You can ask things like, “Did you find this article helpful?” or “Do you like when I post the full slide deck on Canvas?” 
• Share changes that you have made based on other students’ feedback, so your class knows that their input matters. 

Engage with student feedback 
If a student shares that specific content has impacted them, take them seriously. Be sure to thank them for sharing their feedback and validate their feelings.  

Brainstorm with them to find ways they can be accountable for your course’s learning objectives while taking care of themselves. You could use strategies like providing an option to do an at-home assignment instead of in-class participation, allowing flexibility for missing a class or the opportunity to take in the content through a different medium (e.g., a student could read about a subject instead of watching a depiction of it). When possible, let the student take the lead. They are best attuned to know what aspects of assignments or content are distressing or push their own emotional limits.  

Take advantage of resources and training opportunities 
Staff and faculty can take advantage of a variety of support resources and training opportunities on campus that will help them improve their classroom practices. Here are a few to check out. 

Professional development resources

Referral and reporting resources