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I spent some time with this amazing piece from @janicecarello and Lisa Butler again this weekend. I'm thinking this should be required reading for educators. If you haven't read it, it's very much worth your time.
I had to take a break from reading after page 2, because they write about an English prof who has students write about whether or not they've ever thought about suicide.
It took me about a week to process that.
It took me about a week to process that.
Like all of us, the more I learn about a topic, the more distance I have between myself and those new to that topic. So this was necessary for me to see, because I had to sit with the extent to which "perilous pedagogies" are playing out in #HigherEd.
"Some educators also assume that pain can be a precursor to health...and that they can determine how much pain students should express and can withstand."
This is not acceptable. It's not our place. It's not trauma-aware. It is dangerous to learners and teachers.
This is not acceptable. It's not our place. It's not trauma-aware. It is dangerous to learners and teachers.
I expect that some educators will be thinking about weaving COVID into end of the year reflections and as they plan courses for next year. Please do so with extreme caution, mindful for the potential impacts on you and your students.
Note section circled in pink.
You have learners in your classes who have experienced serious trauma as a result of this pandemic. They may or may not have shared that with you. They are under no obligation to share it with you. You don't need their disclosure to know that it's there.
Okay so not practically speaking:
#1 if you're going to offer students the chance to reflect on COVID in the context of your course, make sure there are alternatives.
#1 if you're going to offer students the chance to reflect on COVID in the context of your course, make sure there are alternatives.
#2 make sure you have directed students to mental health support services, and do so again in the context of any COVID-based assignments
#3 recognize racial disparities in trauma exposure and access to resources https://www.samhsa.gov/sites/default/files/covid19-behavioral-health-disparities-black-latino-communities.pdf
#4 know that if you open the door (and often even if you don't open it), many students will choose to disclose significant traumas. Are you prepared to process that? Are you protected against secondary trauma impacts? https://www.nea.org/advocating-for-change/new-from-nea/i-didnt-know-it-had-name-secondary-traumatic-stress-and
I'm curious to know what other think about weaving COVID into our courses. Again, my best advice here is to read the Carello/Butler piece. It's excellent.
