Content warnings are a way to acknowledge that the content ahead might be challenging. They also demonstrate that you are aware of the impact the content in your course may have on learners. Giving students warnings can help them prepare for the topics to come and take care of themselves. Whether you are using content warnings for the entire course or specific readings, media, or lectures, they can hold a significant role in allowing students to focus on the purpose of the content and not be surprised. This is a way to ensure class can run more smoothly, not a method of censoring course content.
Potential benefits of content warnings
Content warnings benefit the class environment by helping students…
- anticipate disturbing content and prepare them to engage with it;
- develop empathy for those around them;
- realize that you care about their well-being;
- recognize that the materials and topics in your course were chosen with purpose, although you may not support aspects of the content;
- and think critically about aspects of the content, like changes in terminology, culture, politics, power, and attitudes toward violence.
While many may associate content warnings with films, literature, war stories, and art, challenging content may also appear in maps, statistics, surveys, and historical documents.
When to use content warnings
You might want to use content warnings when discussing or presenting materials that depict:
- Sexual assault
- Animal cruelty
- Self-harm
- Physical violence
- Death
- Hate speech
When writing a content warning, identify what the sensitive topic is, where it occurs, and why it’s used, such as:
This video contains a description of violence against Indigenous women in North America. I’m including this content to create a greater understanding of misogyny and racism.
Content warnings can be included in the syllabus and course schedule, but it’s also helpful to include them with the module, reading link, or lecture with which they correspond. It’s also beneficial to remind students that upsetting content is upcoming, whether in class or in a Blackboard announcement.
Student support beyond the content warning
After your content warning, you may want to include a statement that recommends how students can approach you with their concerns and what resources exist at NIU to help them mitigate harm. Some resources you might share with your students include Well-being at NIU, Counseling and Consultation Services, and Togetherall. As you get to know your students better, you may want to adjust your warnings and support resources to suit their individual needs.
Resources
For help writing your own content warnings and to explore the topic further, review the following resources:
- Writing Content Notices for Sensitive Content from CITL
- Using Content Disclosures in Our Courses by Noah D. Renken, Ashley A. Schiffer, and Donald A. Saucier
- An Introduction to Content Warnings and Trigger Warnings from University of Michigan
- I use trigger warnings—but I’m not mollycoddling my students by Onni Gust
- My Students Need Trigger Warnings—and Professors do, too by Aaron R. Hanlon
As always, please feel free to contact CITL to discuss content warning approaches and options or to ask for help with any aspect of teaching or instructional technology!
