While many postsecondary educators are comfortable helping their students navigate cognitive discomfort, “emotional discomfort … is a different thing,” writes Tricia Shalka (University of Rochester). Drawing on her research background in trauma, Shalka offers advice on how educators can navigate emotionally uncomfortable classroom conversations. This advice includes pre-emptively building a sense of community in the classroom, being willing to be flexible with the planned programming for a class, and shifting into the role of supportive facilitator rather than “expert” when difficult conversations emerge. “We find ourselves in an era of polarization, and it is increasingly tempting to turn away from difficult discussions, both intellectually and emotionally,” concludes Shalka. “Yet the classroom space remains a powerful place to practice the choice to remain in community and connection through difficult conversations.”
