The problem of provoking caution


In the early autumn, applicants of the University of Chicago were given emails from school government, welcoming and commending the newcomers. They also read in it the school doesn’t approve “provoking cautions” and setting up mental “comfort zones” where you can move away from viewpoints distant from your own.

Provoking caution or trigger warning is a term which means that provided material contains potentially upsetting ground and is often equally used with “content warning”, although they aren’t the same story.

“Content warning” notifies audience to be ready for vivid maintaining ahead. This alerts students to brace for something adult and defiant.

A “provoking caution” implies mental triggers that possibly lead to high subliminal feedback for people who have any trauma.

Even though most educators find trigger warnings necessary, there are some who don’t, as revelation is the best way to handle post-traumatic stress. Yet revelation therapy acts better in the care of a doctor and definitely not at the classroom.

In addition, provoking caution is hard to carry out, because you never know what will trigger your students. So are they actually worth implementing? And how to do it properly?

How to notify students effectively

Students at the higher school have diverse experience, which may include serving in military or sexual harassment. Giving content warnings demonstrates your heed for your student’s emotions and strengthens your relationships.

Here some words of advice on warning your students.

  • Notify your students in advance

An English professor at the University of California suggests notifying students of the necessity of learning triggering material before course, so they can be prepared. Besides, you may let them know they can tell you any worries.

  • Think about different tasks and options

For instance, you may suggest a reading without the same violent images or consuming content additionally at home where they feel safe. Of course, you need to bear in mind that while teaching about particular historical events like wars and battles, students have to study the material anyway.

  • Provide details on response strategies and self-support

Let students pause previously or afterwards consuming content to think about their feelings and make them feel they’re not alone. Also, at the beginning of studying, they can think up their own roster of self-support approach, look at them in hard times and surely share the knowledge with those who need such support.

Apart from supplying comfort for students and, basically teaching them, educators also should care for their emotional and mental health and provoking caution may contribute to this purpose.