How will you guide students who have experienced trauma, either personally or within their families, in approaching and using materials related to colonization or oppression in the library?
Guiding students who have experienced trauma in dealing with materials related to colonization or oppression requires a sensitive and trauma-informed approach. Here are some steps to consider:
- Ensure that the library is a welcoming and safe space for all students. This can include providing private study areas, comfortable seating, and quiet zones.
- Assign a sensory play table that includes various coloring options, stress busting sensory toys, coloring stations and a list of books as well as activities that can allow students to engage in a private space in the library.
- When recommending or displaying materials that might be distressing, searches that can be traumatic provide trigger warnings to inform students prior to the session about the content they might encounter. Give students options to opt out of the session or leave the classroom.
- Include libguides or handouts on how to handle emotionally challenging materials. Highlight available support services available on campus, including access to counseling and mental health resources.
- Invite students to discuss their concerns and needs in a library instruction session. Be approachable and listen empathetically to their experiences and challenges.
- Work with instructors to identify potentially distressing materials and develop strategies to present these materials sensitively. This can include providing alternative assignments or supplemental support.
- Ensure that the library collection includes diverse perspectives, including works by authors from equity deserving communities. This can help students find materials that resonate with their experiences and provide a more balanced view.
- Past experiences can make students feel less engaged and less valuable. Include activities, such as group work or ice-breakers at the beginning of class to foster a sense of belonging to bring value to their work as partners to the creation of information.
- Recognize that students grappling with trauma may struggle with coursework, will not be motivated and confront steep learning challenges. Identifying noticeable barriers and offering solutions to help them process is essential to their journey as a student.
- Shifting the focus away from the authority figure in the room, can also empower students.
By taking these steps, you can help students navigate challenging materials with greater ease and provide the support they need to succeed academically and emotionally.