Trigger warnings may not be enough

Cultivating a trauma-informed classroom

Abstract

In 2014, a US college created a policy requiring faculty to provide trigger warnings for students sparking a heated debate across North America regarding the need for, and efficacy of, trigger warnings in higher education. We present the findings of our study on the opinions of students, professors, and trauma survivors in higher education regarding the use of trigger warnings in classrooms and discuss the need to be more intentional about supporting students and their mental health. A broader discussion about integrating trauma-informed practices in higher education will be presented with experiences, ideas, and approaches to supporting student mental health.