Trauma-informed teaching in a narrative practice training context — Kristina Lainson


Trigger or content warnings have become a common feature in higher education settings. Alongside their increasing use in the lecture theatre or classroom, a potentially divisive debate has arisen. Proponents for the use of trigger warnings view this practice as part of appropriate care-taking of students, making connections with trauma-informed practice. Others argue their increased use evidences a rise in problematic paternalistic attitudes that limit opportunities for rigorous and engaged learning. This debate becomes particularly meaningful where students are part of training programs that ultimately provide them with entry into professions that will expose them to difficult contexts, creating an imperative to prepare them for the work they may be doing. This article discusses the implications of this debate for narratively informed training contexts. By drawing on narrative ideas it outlines opportunities for attending to both sides of this debate, highlighting shared concerns and establishing a range of practices that offer practical solutions to address this complex dilemma.