Addressing Social Unrest and Hate-Based and Traumatic Events

High-profile events that happen outside the classroom, including hate-based and traumatic events, are bound to make their way to classroom environments, even if they do not seem directly related to your course content. Research into the effect of trauma on learning informs us that trauma greatly decreases people’s ability to learn. Students may experience a lack of focus, become disengaged or withdrawn, or struggle to retain new information due to trauma. It’s also important to note that tragedies and disasters have a strong emotional and cognitive impact on students, even if the students are not directly affected by the catastrophe. 

Research into instructor’s responses to traumatic events tells us that, generally, instructors feel confused about their role and have difficulty deciding which events warrant a response, and what that response should be. Some instructors feel a strong urge to do something but may feel ill equipped to determine what is appropriate and advisable. Others are worried about saying the wrong thing and retraumatizing students or simply want to move on with course content so that students can focus on their studies. We recognize and validate these concerns and offer this resource as a means by which instructors can begin to craft a plan for responding to events.

Research on responding to hate-based or traumatic events

Research into students’ perceptions of their instructor’s responses after catastrophic events indicates that students generally appreciate it when their instructors at least acknowledge traumatic events. Students convey frustration, disappointment, or apathy when faculty don’t respond, and few convey that “doing nothing” is helpful or even appropriate. 

“Even an email or a Canvas update, like ’thinking of you during this time; I’m always a resource to you; these are the resources I recommend; reach out if you need flexibility or extensions’–anything like that helps me feel supported and as though the instructor does care and is conscious of what’s going on.” – CTRL Student Partner 

Unfortunately, evidence-based guidance on how best to respond is limited, with much of the research focused on responses after nationally-recognized events, such as 9/11. Yet, students and instructors are all increasingly exposed to instances of police brutality, racism, islamophobia, antisemitism, homophobia, transphobia, mass shootings, and other hate-based events, and it can be tiring and exhausting to our students to continually discuss them. This is especially true for our most marginalized students, and those who identify with the victims of these horrific events. In these cases, students may prefer not to discuss the event, but they would likely appreciate recognition of what occurred and some support around it.  

“I feel like sometimes, even though instructors’ intentions are good, discussing it kinda does more harm than good if they’re forcing [students] to [discuss] in class. Because some students don’t want to be thinking about it…Instead, I think it’s really important to acknowledge people’s feelings and acknowledge the things that can be on people’s minds, like disruptions to being fully present in class.” – CTRL Student Partner  

In the sections below, we offer a few factors to consider when deciding which events to respond to, considering both the event and your teaching context. We then provide options for instructors to remain cognizant of events and acknowledge them in class, but not force students to have a discussion. Finally, we end with options for activities to use when discussing events in class, and how to structure discussions to be respectful and generative. As you read through these sections, remember, how you respond should always be in discussion and consultation with your students.

How do I decide which events to respond to?

Because each individual instructor, student, and course is different, we cannot offer prescriptive guidance on which events one should address in class, and which shouldn’t be addressed or discussed. Below, you will find factors associated with an event that can guide your choice of whether or not to respond to a given traumatic event. CTRL teaching & learning specialists are always available to consult with interested instructors who need assistance determining an appropriate response.

What factors should I consider when deciding how to respond?

Your response should be informed by you, your students, and your course context. As you grapple with crafting an appropriate response, we offer a preliminary, non-exhaustive list of questions to consider below.

What options for responding do I have?

What guidance is suggested for having a class discussion?

If you decide that discussing the event in class is the proper way forward, it’s okay if you don’t feel like an expert on the issue that you are addressing. You can refer to the lived experience of a group if you are not part of it, honoring their experiences by pointing to already available statements or anecdotes from those who have directly experienced the issue you are discussing. You may also model an empathetic approach to students: though you do not have the experience being discussed, you can use empathy to understand and humanize the experience on some level. For more detailed advice about discussing contentious topics in class constructively, review CTRL’s resource on Constructive Dialogue.  

During your discussion, emphasize respect, dialogue, reflection, and listening skills to your students. Understand that a resolution is not likely and be prepared to step in if things get heated, offensive, or even tense (HOT). See this resource on preparing for “HOT” moments from Columbia’s CTL to help you prepare. Remind students that respectful behavior is a scholarly expectation for the course, and that students are accountable not only to you for the impact of their statements, but also (and perhaps more importantly) to their classmates.  

If a student does make an ignorant or hurtful comment during the discussion, try ‘calling in’ before resorting to ‘calling out.’ By calling in, you try to pull the positive intentions of a student’s statement, and offer them more thoughtful wording or framing, which invites them to correct themselves and learn from the experience. You may use phrasing such as, “I think I hear what you’re saying, correct me if I’m wrong…” or “I would encourage you to use other wording,” and then offer more respectful language for their expression.  

Importantly, during discussions around traumatic events, ensure that you are not requiring students to participate or speak. Students need different types of support, and while some may welcome the opportunity to process this event with their peers, others simply want to get back to course content. Offer students the option to participate in the discussion in a way that works for them, even if that means not participating or leaving the classroom for the duration of the discussion.  

What activities can I use to support my class discussion?

There are a variety of ways to ensure a more equitable discussion, including incorporating writing moments and opportunities to talk in small groups, as described below.

Finally, if it aligns with your course objectives and you work with students to create guidelines that facilitate substantive discussion, discussing high-profile events in the classroom can improve engagement and allow students the opportunity to share their valuable perspectives. Check out this piece in CTRL’s publication The Beat where Sahil Mathur discusses how he incorporated real-time analysis of the Russian invasion of Ukraine into his course. However, you should also consider the effect that intellectualizing traumatic events can have on your most marginalized students. Check out Jane Palmer’s reflections on discussing racism as a white professor and how they center the experiences of their Black students.

References and Resources