Engaging with harm, loss, trauma, and conflict is difficult in the classroom. Teaching in a time of conflict requires instructors to consider a wide range of tools and instructional strategies. On this page, we offer resources in three areas for instructors as they engage with these conversations in their classrooms.

• Supporting difficult/high stakes conversations
• Engaging with trauma informed pedagogy
• Addressing war and conflict

If local, national, or international events are currently unfolding or recent, please recognize and consider your students’ emotional, physical, and psychological well-being needs. Resources are available from the University Counseling Center and Health & Wellness for students, faculty and staff. Consider pivoting to instructional practices that strengthen relationships, build community, offer choice and agency, and encourage reflection. This might be a time for more creative and experiential instructional activities or to re-engage previous topics for deeper learning.

Additionally, please consider your own well-being as an instructor and those of fellow colleagues, graduate student instructors, and staff. Many members of our community may be deeply affected by current and ongoing events. During moments of emotional overwhelm our efficiency and productivity levels diminish. This might be a helpful time to remind and model positive well-being practices, offer space for connection and reflection, and crowdsource pedagogical practices.

Supporting Difficult/High Stakes Conversations

Read:

• Yale Poorvu Center for Teaching and Learning: Difficult Conversations in the Classroom (PDF)
• Center for Research on Learning & Teaching at the University of Michigan: Guidelines for Discussing Difficult or High-Stakes Topics
• Institute for Democracy & Higher Education: Facilitating Political Discussions
• Harvard Graduate School of Education: Leveraging Norms for Challenging Conversations (PDF)

Watch:

• Navigating Challenging Advising Conversations (Recorded session with Devin Ulm and Danielle Bonatesta – 58 mins)
• Political Diversity in the Classroom (Recorded session with Andrew Lotz and J.D. Wright – 86 mins)

Engaging with Trauma Informed Pedagogy

Read:

• Resources for Teaching, How to Support Student In Distress or Coping with Trauma
• University of Denver: Introduction, Teaching Tools and Supportive Resources on Trauma Informed Pedagogy
• Carello, J. (2020a). Creating Trauma-Informed Teaching and Learning Environments: Self-Assessment Questions for Educators. (PDF)
• Carello, J. (2020b). Examples of Trauma-Informed Teaching and Learning in College Classrooms.

Watch:

• Trauma-Aware Pedagogy (Recorded session with Toya Jones and Lizette Muñoz Rojas – 75 mins)

Addressing War and Conflict

In the context of addressing war and conflict, it is essential to prepare thoroughly and engage in self-reflective practice to consider your own stance regarding the conflict.

• Educate yourself on the difficult histories that shape current conflict and war.
• Recognize and understand the systemic nature and origins of conflict.
• Develop an understanding and acknowledge the complexities.
• Recognize the distinction between explanation and justification.

Reflect on your relationship as an instructor to the conflict using prompts such as:

• What perspectives and life experiences shape how I view the conflict?
• Where did I first hear about it? How, if at all, did this shape my perception?
• How do I feel when I hear about this conflict now? What are the reasons I feel this way?
• How might my emotional response to this conflict be similar to or different from my students’ emotional responses?
• How might my feelings about the conflict affect what my students experience in my class?
• How might my students’ own identities and life experiences shape how they encounter this conflict?
• How can I create intentional and authentic space in the classroom to discuss this conflict?

Consider working through Judy Pace’s Teaching Controversies Framework as a Tool for Reflective Practice as you prepare to support these conversations:

• Consider ways to cultivate a supportive environment
• Prepare thoroughly
• Think through teacher stance
• Communicate proactively
• Select authentic issues
• Choose resources and pedagogies
• Guide discussion
• Address emotions

Resources:

• Start with Yourself, Adapted from Discussing the Israel-Palestine Conflict in the Classroom
• Learn about teaching difficult histories: Harris, Sheppard, M., & Levy, S. A. (2022). Teaching Difficult Histories in Difficult Times: Stories of Practice. Teachers College Press. (Must be logged in through Pitt Passport to access.)

Framework and Reflective Tool

• Judy Pace, Teaching Controversies Framework.