Teaching in Times of Crisis

Teaching in Times of Crisis complements the resources found in Instructional Continuity. While Instructional Continuity focuses on maintaining course delivery during disruptions, this page focuses on supporting student learning, well-being, and engagement when difficult events affect the classroom community.

Whether local, national, or international in scope, times of crisis can have a significant impact on the college classroom. Students need not be directly involved in an event to experience anxiety or trauma. While proximity to an event may lead to a more obvious impact on students, the effects can be just as significant because of the sheer magnitude and scale of an event or the degree to which students identify with those affected and feel like "vicarious victims" (fellow students, fellow women, fellow members of a targeted group, fellow Americans) (Huston & DiPietro, 2007).

As documented by psychological, cognitive, and neuroscience research, the anxieties students and instructors bring into the classroom in response to a crisis can affect learning. Individual crises, such as coping with the loss of a family member or recovering from a difficult personal experience, may affect a single student. Communal crises, such as the death of a member of the campus community, acts of violence, natural disasters, public health emergencies, or other significant events, can affect the well-being and learning of an entire class.

"The general conclusion from the student's perspective, appears to be 'do something, just about anything."

Students reported that "just about anything" was helpful, whether the response required relatively little effort, such as a moment of silence, or a greater investment of time, such as incorporating the event into course activities or discussion (Huston & DiPietro, 2007). By contrast, students identified a lack of response, or simply acknowledging that a crisis occurred and then proceeding with business as usual, as among the least helpful responses.

There are many ways to acknowledge a crisis in class, from actions that take only a moment to more substantial adjustments to course activities. Students often appreciate simple acts of recognition and support.

Responding in the Classroom

Taking a moment of silence

A moment of silence interrupts a course very little but gives everyone an opportunity to reflect as a community and demonstrates the instructor's humanity and concern.

Minding the cognitive load

Crises can affect students' cognitive load. Huston and DiPietro (2007) note that "working memory capacity is reduced immediately following an acutely stressful experience" (p. 218).

This awareness may influence how you structure learning activities following a significant event. Consider:

• Providing flexibility with deadlines when appropriate.
• Reducing workload temporarily.
• Holding review sessions for material covered during a difficult period.
• Delaying particularly demanding content when circumstances warrant.

The goal is not to lower expectations permanently, but to acknowledge that students may need additional support and flexibility while processing a difficult event.

Assigning relevant activities or materials

Huston and DiPietro cite studies suggesting that activities such as reflective writing and engagement with relevant stories helped students process the aftermath of traumatic events.

Consider how your discipline might help students make sense of a crisis. Possibilities may include:

• Reflective writing or journaling
• Relevant poems, essays, or readings
• Historical comparisons
• Ethical analysis
• Scientific, social, political, or cultural perspectives on an event

Using the lens of your discipline can help students contextualize events while remaining connected to course objectives.

Facilitating Difficult Conversations

If you choose to discuss a crisis directly with students, consider consulting with UMSL Counseling Services for guidance. Several factors can influence how these conversations unfold, including:

• Students' perceptions of how the crisis affects them personally
• Students' perceptions of how others have been affected
• Issues individuals or groups consider important
• Institutional, financial, or other barriers to communication

Drawing on recommendations from Deborah Shmueli (2003) and communication scholars who study difficult conversations, consider the following practices.

Consider how much time the conversation may require

Meaningful conversations often require more time than expected. Students may need time to process events before they feel comfortable participating. If appropriate, be willing to revisit discussions across multiple class sessions.

Acknowledge verbal and nonverbal communication

Silence can be uncomfortable, but it is often an important part of reflection. Resist the urge to immediately fill pauses. Students frequently need time to think before sharing their perspectives.

Let students establish ground rules

Allowing students to help establish discussion norms can create a safer environment for communication and help restore a sense of agency when events have left them feeling powerless.

Encourage empathetic listening

Students often focus on preparing a response rather than listening to understand. Explicitly encouraging empathetic listening can improve the quality of discussion and reduce defensiveness.

Balance power and respect

Ensure that all students are treated with equal respect and that no individual or group is granted greater authority or legitimacy than others within the discussion.

Allow freedom of participation

Not every student will feel comfortable participating in the same way. Consider providing multiple avenues for engagement, including:

• Small-group discussion
• Written reflection
• Anonymous polling tools
• Online discussion forums
• Zoom or chat-based participation

Provide a predictable forum

When discussions extend across multiple class sessions, maintain a familiar structure and format. Predictability can help students feel more comfortable engaging with difficult topics.

Remember your role

Faculty are not expected to serve as counselors or mental health professionals. When students need additional support, connect them with appropriate campus resources.

Supporting Students Through Campus Resources

If you are unsure of your ability to provide emotional support but want to acknowledge the impact a crisis may have on students, consider connecting them with available resources.

Suggestions include:

• Submitting a CARE referral when concerns arise about a specific student.
• Referring students to UMSL Counseling Services.
• Sharing the Virtual Relaxation Room and other well-being resources.

Campus Resources

• UMSL Counseling Services: Individual and group counseling services available to students.
• UMSL CARE Team: Connects students experiencing challenges or crises with support resources.
• UMSL Health Services: Medical and mental health support services.
• Interfaith Prayer and Meditation Rooms: Spaces for reflection, prayer, and meditation.
• Triton Emergency Fund: Assistance for students experiencing unexpected financial hardship.
• Triton Food Pantry: Support for students experiencing food insecurity.

Take Care of Yourself!

It is important to acknowledge that faculty and staff may also be affected by difficult events.

Connect with trusted colleagues, practice self-care, and seek support when needed. The University of Missouri's Employee Assistance Program (EAP) provides confidential resources and support for faculty and staff.

Additional Resources

For consultation on responding to crises in the classroom, facilitating difficult conversations, or adapting course activities during challenging times, contact the Center for Teaching and Learning.

For guidance on maintaining course delivery during emergencies, severe weather, campus closures, or other disruptions, visit Instructional Continuity: Resources for Faculty.