Faculty and students experience traumatic events throughout their lives, and current events have created ongoing, overarching traumatic events, heightened by each person’s individual experiences. The result can be “a cognitive burden comparable to a full-time job,” according to some experts. How can we help our students learn as they (and we) manage this added cognitive load?
The FDC held sessions to discuss the readings below on trauma-informed pedagogy and explore ways to support students, including the use of a syllabus statement.
Sample Syllabus Statement
Consider including a trauma-informed educational practices statement in your syllabus. The following sample was graciously provided by the Gender, Women’s, + Sexuality Studies Department.
“Diminished mental health can interfere with optimal academic performance. The source of symptoms might be related to your course work; if so, please speak with me. However, problems with other parts of your life can also contribute to decreased academic performance. UMBC provides cost-free and confidential mental health services through the Counseling Center to help you manage personal challenges that threaten your personal or academic well-being. Remember, getting help is a smart and courageous thing to do — for yourself and for those who care about you. The UMBC Counseling Center is in the Center for Well-Being (on Center Road, across from Erickson Field). Phone: 410-455-2542. Hours: Monday-Friday 8:30am-5:00pm.”
Resources
- Blog post by Cathy Davidson
- Podcast on Trauma-informed Pedagogy
- Journal Article on Trauma-Informed Education Practice (Especially the section on Principles and Practices to Enhance Classroom Safety)
- What Does Trauma-Informed Teaching Look Like? Article from the Chronicle