Teaching Amidst Trauma

Teaching Amidst Trauma We asked four educators to respond to the following prompt:

Following the recent spate of domestic and international acts of terror and violence, what role do educators have in helping students process these—or other—high-profile traumatic events? Should educators broach such emotionally and politically fraught topics in the classroom? And if so, how?

Read what Christine Adams, Christopher Nelson, Steven P. D'Ascoli, and Andrew Niblock had to say.

To think of tragic events as merely historical lessons is a gross misrepresentation, but to discard them as too emotionally charged to serve as a catalyst for introspection, discussion, a new focus, and action is a mistake, writes school leader Andrew Niblock.


Teachers can access a myriad of resources to can guide "teachable moments" that might otherwise pass into history, writes connected educator Steven P. D'Ascoli.


Following recent national and global tragedies, educators must be cognizant how their own implicit biases could affect Muslim students, writes social studies teacher Christopher Nelson.


Recently, it has been easy to see the parallels between current events and our not-so-distant past, writes history professor Christine Adams, making a liberal arts education more important than ever.


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