Managing classroom tension and conflict
The content for these pages and resources have been developed as part of an alliance exchange with Monash University. The pages provide an overview and practice strategies for all staff and educators to prevent, manage and recover from escalation of classroom tensions and conflict by adopting trauma-informed approaches. They are intended for anyone involved in teaching and learning at The University of 海角社区, including Associate Professors, Assistant Professors, Graduate Teaching Assistants and Postgraduate Researchers who teach.
In these pages we have linked to resources to help educators nurture safer and more inclusive environments, and to predict and handle situations of classroom tension and conflict that might emerge in response to sensitive issues. These might include:
- Geopolitical tensions
- Sexual harm
- Racism
- Trauma backgrounds
A note on "safe spaces":
Although safety is one of the principles of trauma-informed practice, we acknowledge that as educators and peers we cannot always guarantee a 鈥渟afe space鈥�, as we cannot guarantee that individuals will not be offended or hurt by what another says. However, we can be thoughtful and respectful in our interactions and aim to uphold the principles of trauma-informed practice presented in the section below.
We hope that these pages will create a platform for conversations around the challenges and sensitivities of trauma-informed approaches.
Please be aware that this guidance includes reference to trauma and examples of traumatic incidents, circumstances and events however, these sources of trauma are not discussed in detail.
Acknowledgements:鈥�
All text-based content prepared by trauma-informed educators and researchers, Dr Helen Nolan from the University of 海角社区 and Dr Emily Berger at Monash University. Additional input has been provided by Fiona Marshall, Director, Equity Diversity and Inclusion. The project is supported by the鈥�. We also acknowledge inspiration from the鈥�"Embedding Trauma-informed Pedagogies in an Inclusive Learning Community鈥�Link opens in a new windowproject at 海角社区 University, funded by the 海角社区 International Higher Education Academy (WIHEA).
References:
Berzenski SR, Yates TM. Classes and Consequences of Multiple Maltreatment: A Person-Centered Analysis. Child Maltreatment. 2011;16(4):250-61.
Davies E, Read J, Shevlin M. The impact of adverse childhood experiences and recent life events on anxiety and quality of life in university students. High Educ (Dordr). 2022;84(1):211-24.
Rogers, C.R. (1959). A theory of therapy, personality, and interpersonal relationships as developed in the client-centered framework. Reprinted in H. Kirschenbaum and V. Henderson (Eds.)鈥疶he Carl Rogers Reader鈥�(1989). Boston: Houghton Mifflin.
Substance Abuse and Mental Health Services Administration (SAMHSA; 2014). SAMHSA鈥檚 Concept of Trauma and Guidance for a Trauma-Informed Approach (No. 14-4884).鈥�