Educator Resources

Emotional health in the CLASSROOM

(This work is on-going and collaborative in nature! Please share questions/comments)

Curriculum planning: supporting emotional engagement in the classroom

Adolescent students are in a constant process of cognitive and emotional development. The classroom experience is rich with emotional experiences that impact the development of emotional intelligence and emotional literacy. It is not reasonable to expect people to handle subjects that are personal and emotional purely in an “intellectual capacity”. Therefore; it is helpful to predict topics of study that are likely to have a strong emotional impact on students in order to help students interface with the content thoughtfully and handle emotional responses wisely.

Before presenting and/or assigning on a hot topic: Consider…

  • Content preparation vs. trigger warning. Keep in mind that preparing students for the topics they will encounter will empower them to engage in an informed way. Giving a “trigger warning” can actually be triggering because the focus is on the potential student response vs. the topics being covered (For reference: The New Republic: The Trigger Warning Myth).

  • How might students process this issue? Where are the students developmentally (consider the age and developmental range)? Are there any individual students who may have a particularly difficult time with this concept/topic?

  • Could this issue/assignment destabilize any students? Consider the difference between destabilizing versus decentering. Note that decentering can be an educational tool – to help place a student outside of their comfort range so that the change of perspective enhances the learning. When a student is destabilized, they may be in a situation without adequate preparation, increased vulnerability and perhaps a lack of skills or strength to handle the situation in a way that is emotionally healthy.  

  • How can the class discussions be inviting for the majority of students? How might this topic impact students not in the majority? Is there anything I can do to help include those students who seem to be opting out of the discussion?

  • Are there ways to teach this concept without using material that could jeopardize the emotional experience of a student or the classroom?

WHAT TO DO:

  • Anticipate/educate/demystify the shock - explain the content and raise flags BEFORE such issues are presented.  Suggest reading in the daylight and in public places (e.g. common room, living room, libraries).

  • Identify supports in the community should students feel the need to talk further.

  • Bring in outside speakers: a school counselor/health educator, social justice multicultural program director, nurse, and/or specialist can help bring a different perspective or "reality check" about the prevalence, symptoms, risks and supports regarding specific issues.

  • In the rare case, excuse or assign alternative assignments for individual students (in collaboration with advisor and school counselor).

  • Consider using publicly known characters from history and media to illuminate the content, rather than asking students to explore personal/familial characters.

  • Frame the goal of the assignment/lesson explicitly to keep students focused on the targets for learning. 

  • Set ground rules for discussion/self-disclosure. 

  • Consider timing (allow for adequate time to wrap up & discuss/workshop before class is dismissed). 

CONTENT PREPARATION: 

  • This is a list of topics likely to impact students emotionally (hot topics):

  • drugs/alcohol addiction/abuse

  • sexuality

  • gender

  • secrets

  • race/racism

  • class/classism

  • sexism, homophobia

  • religion

  • family structure

  • rape/sexual assault

  • violence

  • physical illness/injury

  • body image/eating disorders

  • self-injury (cutting, burning, etc.)

  • death

  • suicide

  • mental illness

*Note there are many other hot topics – if you are wondering if the issue is emotionally charged – it likely is.

Emotional health for the INDIVIDUAL STUDENT

Difficult student issues: what is emotionally healthy for this student???

Students may bring up personal issues in conversation, writing, art, or in other ways. Be aware of topics that may be either a sign of distress or topics that are destabilizing for the student/classroom/school setting.

Keep in mind: not all expressions are healthy. While it is most often healthy for people to speak out or otherwise express themselves, there are specific situations in which the act of expression can be overwhelming in an unhealthy way for an individual and/or the community at large. Sometimes students need guidance in order to support expression which is mentally healthy and responsive to the larger community.

Students will need your prompt response and your guidance if they bring up personal experience with:

  • self-injury

  • death of a loved one

  • suicide

  • racism, sexism, homophobia etc...

  • mental illness/hospitalization

  • eating disorders

  • sexual assault/harassment/rape

  • violence

  • physical illness/severe injury

*Note there are many other serious issues – use your gut instincts as a guide – if think an issue needs prompt response, it does.

RISKS:

  • Student sharing “too much too fast” and feeling remorse, shame and exposure.

  • Alarming self, peers (and teachers) with personal content.

  • Going against clinical recommendations (there are occasions when therapists tell people not to share so that they are not re-traumatized by their experiences in a non-clinical setting).

  • Establishing unsafe classroom where people feel exposed, pressured and/or isolated.

  • Peer pressure: once one person brings up a deep personal issue, others often feel that they must do the same – risky behaviors can be contagious.

WHAT TO DO:

If you are concerned about an issue that a student shared, please reflect your care and concern directly back to the student and consult with a school counselor. Here are some of the questions we will pursue:

What is the student’s goal/intention/hope of sharing this information?

What is the impact of sharing this?

What supports are in place?

Are there adjustments that need to be made to enhance learning for the student and the class?

Create a time-line for the project and check-points along the way.

When dealing with projects that will be shared/displayed/presented consider:

WHO IS THE AUDIENCE - what is the impact on the following groups:

  • Student body in general. Specifically: friend group, peers in class or committee, play or publication etc.

  • School adult community (Faculty, staff)

  • Outside community (Current school families, prospective families, visitors, media)

The following people may be consulted in the planning (depending on the content/scope of project):

  • Advisor

  • Department Chair

  • Parent/Guardian

  • Dorm parent

  • School Counselor(s)

  • School Nurse

  • Outside therapist

  • Dean(s)

  • Head of School