Supporting students through trauma in the classroom

Traumatic events—whether campus-wide incidents, local tragedies, or community disruptions—can impact students in profound and varied ways. We may find ourselves navigating students’ emotional responses, misinformation, shifting academic needs, and our own reactions, all while continuing to lead a classroom. This resource provides guidance on how to acknowledge trauma, foster safety and support, and offer structure and care within an instructional setting.

You don’t need to have all the answers to support students. It begins with presence, flexibility, and care. The strategies below offer tangible ways to foster emotional safety, support autonomy, and guide students toward healing while respecting the varied ways trauma can manifest.

Create space for optional discussion or reflection. Ensure students do not feel pressured to engage.

Example response: “I want to acknowledge the recent events in our community. This may be affecting each of you differently, and it’s okay to take time to process. If you’d like to talk or reflect, I’ll make space for that today.”

Promote self-compassion by reassuring students that different reactions are normal.

Example response: “Trauma affects everyone differently, and there is no ‘right’ way to feel. If you’re struggling, please know that I am here to support you, and we have campus resources available if you need them.”

Encourage a similar approach among colleagues, teaching assistants, and peer leaders.

Even a few minutes of grounding or quiet reflection can help students self-regulate and re-engage. These short mindfulness exercises can be easily led at the beginning or end of class to support emotional balance and create space for care. They are optional, adaptable, and inclusive. You may adapt the language to suit your teaching context.

Not all students will want to share their experiences out loud, but many may benefit from quiet, private opportunities to reflect. Writing exercises can offer a low-pressure way to process emotions, build self-awareness, and tap into inner strengths. The following prompts are adaptable and can be used at the start of class, during a pause, or as part of an asynchronous activity. Emphasize that sharing is optional and that these are for personal reflection, not evaluation.

Trauma can create a sense of helplessness.Some students may struggle with focus, attendance, or deadlines, while others may find normal routines grounding. Offering choices can help students regain a sense of control. We can and should provide reasonable flexibility while maintaining structure. Support can look like:

• Adjusting workload (e.g., asynchronous options)
• Providing structured work time or small executive functioning supports
• Offering sensory supports (e.g., fidgets, lighting, calming music)
• Connecting students with support services
• Sharing meals or mutual aid boards

We can offer—but not require—opportunities for students to process emotions in different ways:

Social processing options

• Group discussions about the impact of the event or personal experiences
• Collaborative art using prompts related to trauma, healing, or community
• Check-ins using emotion wheels, scales or symbols

Social release options

• Games that evoke laughter and play
• Group physical activity (e.g., dance, yoga)
• Shared meals or time with animals
• Lighthearted videos or communal creative expression

Some students may want one-on-one conversations, especially if they’re more directly affected. In these moments, it’s helpful to offer calm, compassionate presence without trying to “fix” anything. The following scripts can guide supportive check-ins, helping you respond with empathy while staying within your role as an instructor. Adjust the wording to fit your voice and the student’s needs.