Activations Warning Resource

Introduction to Creating Activation Warnings  

Activation warnings (also known as “trigger warnings”) are written or oral statements made to alert students to potentially activating or distressing materials in lectures, presentations, and learning materials. These warnings try to prepare students who have dealt with traumatic experiences or sensitivities, allowing them to engage with the content in a manner that feels safe and manageable.

Implementing activation warnings thoughtfully can contribute to an inclusive and supportive academic environment for every student. Activation warnings are not used to stop certain speech or topics. They actually create the ability for many students to engage in the material without shutting down completely. More students accessing the materials means more engagement and more engagement means more learning and progress for everyone. 

Benefits of Activation Warnings 

Activation warnings acknowledge the diverse backgrounds and experiences of students, fostering a classroom environment that respects and supports everyone's mental and emotional well-being. By forewarning students about potentially distressing content, activation warnings enable them to prepare themselves emotionally, leading to better engagement and retention of material. 

Activation warnings can open up conversations about difficult topics, providing a structured way to address and discuss sensitive issues respectfully. Students who might otherwise experience intense anxiety or distress can better manage their reactions, reducing the risk of re-traumatization and promoting overall mental health while engaging in the educational experience.  

Tips for Implementing Activation Warnings 

Be Specific: Clearly indicate the nature of the content that may be activating. For example, instead of a general warning, specify if the material includes graphic violence, sexual assault, or other specific themes. 
Place Warnings Appropriately: Include activation warnings at the beginning of lectures, presentations, or materials, and prior to the specific sections that may contain activating content. 
Provide Alternatives: Offer alternative assignments or materials when possible for students who may find the content too distressing to engage with. 
Encourage Self-Care: Remind students of the importance of self-care and provide information about campus mental health resources (more on this below). Also, model an environment in class an learning spaces that it is okay to take breaks, move around, and ask for help or admit when something is bothersome.
Facilitate Discussions: Allow space for students to discuss their concerns and experiences related to the activating content in a supportive and respectful manner.

Skills for Professors to Support Students 

Empathy and Sensitivity: Understand and respect the diverse experiences of your students. Show empathy when discussing potentially activating topics and be sensitive to their needs. 

Active Listening: Pay attention to students’ concerns and feedback regarding activating content. Acknowledge their feelings and experiences without judgment. 

Clear Communication: Clearly explain why certain content is included in the curriculum and how it contributes to the learning objectives. This transparency can help students understand the context and importance of the material. 

Resourcefulness: Be aware of and ready to provide information about mental health resources and support services available on campus. 

Adaptability: Be flexible in your teaching methods and open to accommodating students’ needs. This might include modifying content delivery or providing additional support. 