Dos

• Check in with students. Ask how they are doing and be willing to listen to their answers. Convey genuine interest in their well-being in class and when advising them.
• Reassure students that support networks exist and use your syllabus, Student Affairs resources, and the Student Support Guide to direct them to relevant resources.
• Reinforce a sense of safety in the classroom by being transparent and consistent in your communication and course structure and by cultivating an environment in which students can contribute and ask questions without fear of embarrassment about being incorrect or of feeling judged (Isserlis, 2009; Nelson & Appleby, 2015; Perry, 2006).
• Work with students to co-create ground rules for discussion about potentially controversial topics. Ground rules might include listening respectfully, noticing when we are reacting vs. responding, being open to changing your opinion, and critiquing ideas rather than individuals, for example.  Students should not be forced to participate. All participants should be given the time and space to be heard (Wilson, 2020).
• Model and encourage empathy and attention to well-being. You can do this by being flexible about assignment due dates when possible, incorporating time for student self-care into your course schedule, actively listening to students during and outside of class, and encouraging the sharing of divergent views.
• Give students as much autonomy as possible. This gives them a sense of control (during a time when they might feel that they lack control), increases intrinsic motivation, and helps ensure that learning activities and assignments are equitable. For instance, you can offer options between assignment topics, class activities, or the types of artifacts students might create for an assignment.

Don’ts

• Attempt to offer mental-health advice. While you can create a safe class space and act as an empathetic listener, direct students in distress to mental healthcare resources as needed.
• Ignore major current events that may be contributing to student stress or trauma. According to students, attempting to address an impactful event is almost always more helpful than ignoring it altogether (Huston & DiPietro, 2007).
• Promise confidentiality when speaking with a student about an incident that might require Title IX reporting. If a student reports an incident of sexual misconduct or sexual violence to you, let them know (ideally, before they disclose) that, as a responsible employee, you have responsibility to report the incident to the Title IX office.
• Expect all students to react identically or to go about “business as usual” in response to major current events like the ongoing COVID-19 pandemic. Some students may experience disruptions to their lives that impact their ability to engage in the classroom.
• Minimize what students are going through. This invalidates their experiences and feelings.

Resources and References