Trauma-Informed Practices in the Age of COVID-19

An intersectional, trauma-informed approach to teaching is crucial as we face the widespread impact of COVID-19, racism, and other forms of structural oppression. Trauma and chronic elevated stress can affect the developing brain and create learning and behavioral challenges for students. When instructors focus on community building, clear communication, and a balance between consistency and student autonomy, they create a classroom environment that primes students for success.

Interested in exploring other teaching and technology strategies?

For pedagogical guidance and consultation, email ctl@bu.edu. For technology support and consultation, email askedtech@bu.edu.

Contributor

Jessica Kent

jessicak@bu.edu

Jessica Kent has offered writing courses on expatriate Americans in Paris, love in the modern novel, the fate of difficult literature in the digital age, global magical realism and more. Her current courses explore the American family from 1890 to the present through a study…Read More

Close

Jessica Kent

jessicak@bu.edu

Jessica Kent has offered writing courses on expatriate Americans in Paris, love in the modern novel, the fate of difficult literature in the digital age, global magical realism and more. Her current courses explore the American family from 1890 to the present through a study of fiction, film, and historical texts. Her research interests include queer theory, ethics, the phenomenon of celebrity authorship, and narrative depictions of consciousness. She is the 2015 recipient of the Leon Edel Prize and her work appears in scholarly journals including The Henry James Review and Twentieth-Century Literature.