When crises erupt in the broader social context, students can experience anxiety or trauma–even if they are not personally impacted. Perhaps because of this, students prefer for their instructors to acknowledge social crises (see Vanderbilt University’s resource on Teaching in Times of Crisis for further discussion). We recommend using the following steps to address crises in class or, if the situation is too raw or tense, over email:

• Name what is happening and the impacts that it may be having on some of your students, like grief, anger, or distractedness.
• Let students know that those who are struggling to focus can and should ask for what they need. Remind students how they can get in touch with you and the instructor of record.
• In times of racialized violence, share links to antiracist or other relevant resources that you have carefully vetted.
• Acknowledge that students who are not part of the impacted communities may be feeling very concerned and wondering what they can do. If appropriate, share about actions that people are taking to respond.
• Do not convey any expectation that students talk about the crisis or their responses to it. Forcing this kind of conversation can cause further stress and harm.
• Encourage students to take care of themselves and to take breaks as needed during section/studio/lab.
• Hold a moment of silence or take a pause after making your statement and before moving into your topic for the day.

Because statements about crises mean more when they are paired with concrete pedagogical support, we also encourage GSIs to ask their instructors of record for permission to use some class time for review sessions, writing workshops, and other reorienting activities. Jacob Liming, a Ph.D. candidate in Anthropology, uses worksheets to help students track where they are in the course and engage with key ideas from assigned readings. Here is one of Jacob’s worksheets. These kinds of resources and practices can help students stay on track with their learning in troubled times.