JACKIE MARQUEZ / OPINION EDITOR

LILY ANDERSON / ASST.OPINION EDITOR

Trigger warnings are a relatively new phenomenon in the classroom that have been embraced by some professors and neglected by others. However, trigger warnings are a necessary tool, not a luxury.

As explained by the University of Michigan, “trigger warnings are a specific variety of content warnings that aim to forewarn audiences of content that may cause intense physiological and psychological symptoms for people with Post Traumatic Stress Disorder (PTSD) and other anxiety disorders.” 

Trigger warnings are not about shielding students from discomfort, but providing a roadmap for challenging intellectual topics such as sexual assault, eating disorders or racism. They serve as a heads-up, before professors delve into content that can have unwelcome effects on students who may be able to personally relate. Trigger warnings aid students in navigating tricky academic waters with a greater sense of control and agency. It’s not about avoiding difficulties but equipping students with the tools to navigate them successfully.

While trigger warnings are a necessity for making difficult topics accessible to students who may have related-trauma, not all trigger warnings are created equally. In fact, those given by most professors are insufficient. 

Given my (Jackie’s) personal experiences, I have a difficult time engaging with content related to sexual assault. I don’t run from it per se, but I do like to take into consideration whether or not I have the mental energy to engage in a conversation that brings up bad memories. In the past I have had professors give “trigger warnings’’ that did little to prepare me for the content ahead. There have been times where my professors simply tell the class that we’ll be discussing sexual assault and then jump right into the content. This type of warning is problematic for a couple of reasons.

First, it leaves out a lot of important information. If the purpose of a trigger warning is to help students decide whether they want to engage with potentially triggering content, then that warning should help to inform their decision. Vague warnings like the verbal example above leave out crucial details, like how graphic the content will be and in what manner it will be conveyed. In the context of sexual assault, I personally can handle hearing statistics. However, seeing depictions of assault or hearing other people’s stories can be really upsetting. When professors fail to give students details about the content, it leaves students like myself guessing about whether or not we should engage with that material. It also forces students to guess about whether or not they’ll be indirectly penalized for leaving class. Will you need to see the content, in order to complete an activity or an assignment? If so, your grade could be affected. 

Not only is there not enough information given to make a proper decision, there’s not enough time given either. If you decide that you do want to step out of class, you often have to make that decision on the spot. Then, you have to walk past all of your peers as you leave. Stepping out of class can feel vulnerable; it’s as if you’re broadcasting your triggers to the classroom. Sometimes walking out in front of your peers can feel more difficult than just enduring the lesson. 

To give an effective trigger warning, professors should let their students know about the content before class. If a professor has a detailed syllabus that shares what they’ll be covering during every class period, putting a trigger warning in the syllabus isn’t a bad idea. However, it’s even more effective if professors give students a heads up a day or two before class.  After all, not everyone checks the syllabus everyday. Doing this allows students to make an informed decision about whether or not they should avoid the session without putting them on the spot in front of their classmates. 

One of my (Jackie’s) professors, Dr. Jillian Tullis, has done a fantastic job of giving these detailed warnings in advance. At the very latest, she’ll send us an email the night before we interact with heavy subjects such as sexual assault or intimate partner violence. These emails give an overview of the material we will cover, and acknowledge that these are sensitive topics. Said emails also encourage us to reach out to her if we have any concerns, and remind us that if we choose not to attend class we don’t have to disclose why. This small effort not only helps me in my decision making process, but it also makes me feel more comfortable engaging in her lessons. 

A well-executed trigger warning gives an overview of the material that will be covered, as well as how it will be covered. It should be given to students before class, so they don’t have to make a pressuring decision in front of their peers.  Furthermore, it should allow students to remove themselves from class without penalty. This type of warning doesn’t eliminate uncomfortable topics; it prepares students to engage with them. When students know what is coming, they can organize their thoughts and prepare their opinions more successfully than if they had been caught off guard. Because of this, I encourage USD to set a standard policy for trigger warnings in the classroom. This policy should cover common triggers such as, but not limited to, sexual assault, hate crimes, violence and/or eating disorders. Requiring professors to put in a little extra effort and give comprehensive trigger warnings in advance may be a slight inconvenience, but it is worth ensuring that students are not subjected to unnecessary emotional distress.