Silence is Deadly: How to

Incorporate Trauma Informed

Practices when Teaching Texts with
Heavy Themes
Michaela Eckersley, Blake Bartlett, & Gracie Morbeck
Pre Word
Suicide is a topic that impacts many
people in many different ways. If you
believe that this content or topic may
be triggering to you, please do
whatever measures are necessary in
order for you to feel safe.
 Context

Over the past 3 years, especially due to Covid, there has been an uptick in
the number of suicides in Southern Alberta in youth aged 15-19. Having
the privilege of teaching in an English classroom allows us space to have
conversations with our students regarding “taboo” topics such as these,
and allows us to navigate these topics through a unique lens - literature.
 Personal
Connections

Each of us has personal connections to suicide in this presentation. This is in

part why we chose to discuss this topic with you today - we have seen the
danger first hand of choosing to bury conversations surrounding suicide.

In order to make an impact in our classrooms and with our students, we must
be willing to have these tough conversations. If we do not, we send the message
to our students that talking about this topic is not important (or relevant).
 - Our teacher mentors

What Sources Did - Wellness teams

We Consult to Help - Academic research

Shape our Inquiry - Own experiences

Process?
 “It is a myth that talking to people about their suicidal
feelings will cause them to commit suicide. It is a fact
that asking people about their suicidal feelings may
make them feel relieved that someone finally recognizes
their emotional pain” (Swing 80).
 Romeo and Juliet

Although it has been taught for many years, Romeo and

Juliet is a text which includes some traumatic themes,
including suicide. In order to approach this in an informed
and sensitive manner, our approach was twofold - firstly
addressing the topic as a whole, and then examining it from
a Shakespearean perspective.
Addressing Suicide Within
the Classroom
Our approach to addressing suicide with our students was one of safety,
compassion, and honesty. We treated our students as mature humans who
are responsible enough to handle discussing hard topics, and found that
when given the opportunity to act like grown ups, they did. In having
transparent and raw conversations in a pre established safe setting, we
found that our bonds with students increased, the stigma around mental
health lessened, and the way students treated each other within the class
improved.
 Historical Context

● In medieval texts despite the fact that anyone who died by suicide was “going to hell,” the
act itself or the desire to do so was commonly found in popular texts

● The Renaissance further blurred the line between literature and real life - Castiglione’s
Courtier, in which a women forced into marriage poisons her husband to be and then kills
herself, or in some of John Donne’s early works that portray the archetype of the
“melancholy scholar”

● “The convention of love, which demanded that suicide be immediately considered at any
hint of disappointment, had it's own standards which practically never touched the
standards of the Church; literature and life were kept rigorously apart” (Cunico 111)
 Historical Context

“In sixteenth and seventeenth century England, suicide was very much a function of youth”
(Cunico 109).

● Expressions such as “ardent love,” “boiling blood,” and “cold blooded murder” were not
just figments of speech - they accurately described what Elizabethans believed was the
psychology and physiology of their passions

● Irrational behaviour was expected, even warranted, if someone was “tied up in love knots”

● Death by suicide out of grief over the loss of a loved one or for the purpose of joining a
loved one in the afterlife was appropriate behaviour in literature
“All of Shakespeare's on stage suicides stabilized and embattled civil
state. In addition, each suicide is a noble character; each has reason for
suicide which we're familiar to and much favoured by the sizeable and
influential aristocratic contingent in Shakespeare's audience. Each
suicide preserves and/or restores the original image of the hero or
heroine. Furthermore, none of the on-stage suicide in the Shakespeare
plays identifies a despairing hero - the unforgivable sin for a devout
Christian” (Cunico 110).
“A closer look at the play indicates that additional elements probably
persuaded the audience to go beyond vague sympathy and not merely
condone but actually praise these particular suicides even more than
they did the protagonists in other love tragedies. Romeo and Juliet’s
actions are strikingly honorable. When noble, sympathetic characters
consistently suited ‘the actions to the word and the word to the
action,’ the audience accepted and even applauded behaviours that it
might otherwise regard as socially and morally unacceptable - such
as the suicides in Romeo and Juliet” (Cunico 108).
 Strategies
● Meet with compassion at the door - take 5 minutes to check in with students
before bell rings
● Self care every day - listening to affirmations, writing compliments to each other,
recognizing what your body looks like when it is dysregulated
● Acknowledge that this will be a harder topic for some students than others. Allow
students the option to judge for themselves if they feel they can handle the text -
and ensure there is absolutely no judgement if they cannot
● When addressing the topic, be sure to do so with candor, care, and sensitivity in
order to promote a safe and authentic learning environment. We cannot make
assumptions about the extent to which this topic has affected individuals in our
classroom
● Make the effort to get to know students as individuals; it is important to establish
a foundation of trust and authenticity
Tool Belt
 - Conduct an anonymous survey in advance to find out students’
previous experiences in relation to the topic, and how they feel
about discussing it with others

- Use this knowledge to adjust instruction (small group discussions,

private journals not read by the teacher, 1-1 support, etc.)

Tool Belt - Clearly & candidly articulate the reasons for engaging with a
sensitive topic in the academic environment—we did so in our
course outlines.

- Trigger warnings

- Be prepared for awkward or tense moments

o Students are permitted to exit the discussion if needed
 - Trigger warnings

- Be prepared for awkward or tense moments

o Students are permitted to exit the discussion if needed
Tool Belt
- Admit your own discomfort. This can validate students’ feelings.

- Personal connection: this semester has been a rough one! Treat

every student with kindness and respect as we never know what
they are going through behind closed doors.
 Written
Responses
 Results

Question: How did contextualizing sensitive topics such as suicide make you feel?
- Example of empathetic responses:
- “I feel like it’s a safe environment that people can feel sad along with you and understand tough
times. Everyone needs to talk about topics like these more often because it is reality.”

- “I do not mind talking about sensitive topics like this at all. Sensitive topics I feel need to be
spoken more about so we can see the warning signs of an unhealthy/ unstable mind. Talking
about it also allows us to gain more knowledge on it and allow us to empathize with the
characters and if someone goes through it in the future we know how to help/ can empathize.”
-
 Results
Question: How did contextualizing sensitive topics such as suicide make you feel?
Example of ambivalent responses:

- “Talk about suicide didn’t bother me. I recognize that it is a serious thing, so I have the maximum
respect for that.”
- “I wasn’t that uncomfortable because nothing like that has happened, but it made me uncomfy to hear
about it, two teenagers. Even though it isn’t real it’s still sad.”

Example of neutral responses:

- “The topic of suicide didn’t bother me that much since I’ve read books that contain sensitive such as
suicide.”
- “Obviously suicide is a very heavy topic, but my life hasn’t really been impacted by it. Also, I rarely get
emotional over literature.”
 Results

Have you ever had a teacher be vulnerable with you about life experiences related to literature?
Regardless, how did this experience shape your understanding of the play?

Yes:

- Yes, and I think it has been healthier to share and be vulnerable.

- I have had no previous teachers that have been vulnerable before. It helped me understand that
suicide is a much more serious topic than I realized, and people have boundaries that you have to
respect.
- I have had a teacher be vulnerable about life experiences, but not related to literature. It
definitely helped me realize the true weight of the topic, and how it can affect people.
 Results
Have you ever had a teacher be vulnerable with you about life experiences related to literature?
Regardless, how did this experience shape your understanding of the play?

Mixed

- It didn’t bother me, but it was a little weird for me.

- I do not remember, but this shows to me that not all teachers have apathy for all topics.

No:

- No, but it’s understandable cause it’s a very hard/ sad thing to go through.
- No. Nothing that I’ve known of that’s been shown through the class or to me personally. It
made me understand the beauty of literature and how powerful it can be.
 Results
Do you understand how context plays a role in our reading experiences? For example, describe
how an Elizabethan person would have a different experience watching the play live than we did
reading the play in 2022 Lethbridge. Think about reactions, takeaways, and value systems
considering Shakespeare wrote in London where Christinaity predominated the thought
system, the belief in fate as a controlling force was popular, and arranged marriages were
normalized.

Understood Thoroughly:

- Different people with different worldviews or beliefs will learn and comprehend things
differently which is how the world changed in different parts, but some are still the same to
this day. Not everyone will understand things the same, which is why it’s so cool to learn
interesting things about different people.
 Results
Do you understand how context plays a role in our reading experiences? For example, describe
how an Elizabethan person would have a different experience watching the play live than we
did reading the play in 2022 Lethbridge. Think about reactions, takeaways, and value systems
considering Shakespeare wrote in London where Christinaity predominated the thought
system, the belief in fate as a controlling force was popular, and arranged marriages were
normalized.

Partial Understanding:

- Everyone would have a different mindset while reading

Did Not Understand:

- They would have felt more related to the play because it talked in their era.
Survey Results
(132 Anonymous Responses)
In your previous English/ELA courses, do you feel that sensitive
topics have been addressed and/or discussed?

Yes = 113 No = 19
 (For those who answered YES): Do you feel that the discussions you had
in previous English/ELA courses regarding sensitive topics added to your
understanding of class content or the world around you?

Yes = 100 No = 13
 Notable Expansions on the Previous Question
“Covering sensitive topics added to my
understanding because I got more
knowledge of said topics. From racism to
genocide, I understood the impact of events
throughout time, whether fictional, or not.”
“A lot of books and movies we looked
at had sensitive/controversial topics
in them, and I had a much better
grasp of it when we discussed it and
addressed it.”
“I felt that I gained a much better
understanding of a topic I knew very
little about. It helped me open my
eyes to the world around me and be
more aware.”
“Specifically regarding suicide, I feel like I
have more information and I would be able
to at least have an idea on how to help
someone if they were experiencing suicidal
thoughts.”
How do you feel that the discussions you had about sensitive topics
impacted your experiences in those courses?

Negatively Positively
(For those who answered NO): Have there been topics depicted in literature
(novels, short stories, poems, films, etc.) from your previous English/ELA
courses that you think should have been addressed (or were overlooked)?

Yes = 9 No = 10
Has any of the literature that we have studied in this class dealt with a
topic/topics that you would consider to be sensitive?

Yes = 107 No = 25
How important do you think it is for teachers to address sensitive topics
that arise in literature?

Not Important Very Important

 Notable Expansions on the Previous Question
“I think it is very important for teachers to
address these subjects because it helps
people understand the material and it helps
them have a safe space to learn and ask
questions about sensitive topics. it also helps
to have discussions so people can expand
their opinions and learn from others which
is an important skill.”
“Ignoring a massive sensitive topic
in a piece of literature is a disservice
to the work itself. To be able to
critique and analyse a work is to be
able to talk about sensitive topics.”
“It’s important to understand
everyone and see things in a
different perspective. Without being
exposed to said topics, it gives us
more of a protected and sheltered
version of the world, which can
cause harm.”
“Having these discussions about the tough
topics that come up in literature is very
important, as the stories that are presented
deal with serious topics that some people
in the class have dealt with. Passing over it
is somewhat inappropriate as not
addressing it can seem that teacher doesn’t
care or have intentions to elaborate on the
topic.”
Do you feel that sensitive topics depicted in the literature studied in your
current and past English/ELA courses are relevant to your everyday life?

Yes = 86 No = 46
 Notable Expansions on the Previous Question

“Some of the most relevant sensitive topics
covered in class have been related to mental
health, and it has helped me to understand
myself and feel less alone about those
issues.”
“Yes I believe many are valuable life
lessons you can use in everyday life.
They can open your eyes to the real
world.”

“Not all of them are important to everyday

life, but the milder (the broken down)
“racism, misogyny, sexism,
versions of them are important to be able to
classism”
relate to and have empathy for others.
However, we must be careful to not water
down the experiences of others.”
 Conclusions

● Students are aware that much of the literature studied in their ELA/English courses address
sensitive or otherwise controversial topics. Not only are they aware, but the vast majority of them
believe that it is important for teachers to address these topics, as the conversations that arise as a
result of this acknowledgement often contributes to their understanding of the text(s) and the
world around them.
● Based on the results of the survey, it is apparent that although certain topics may be
uncomfortable to address for us as educators, overlooking them is not a decision that will benefit
students positively. For example, of the students who claimed that sensitive topics had not been
addressed in their previous ELA/English courses, 47.4% of these students asserted that there were
topics depicted in the literature studied in their previous courses that they felt should have been
addressed by their teachers (but were not).
 Conclusions (Continued)

● Not only are specific class discussions about sensitive topics beneficial for students with regard to
their academic learning, but they also serve to emphasize the relevance of the content depicted in
literature to contemporary society. We study literature to examine and gain insight on human
nature; therefore, we would be remiss not to provide opportunities for students to connect their
studies to the broader world.
 Works Cited

Zamani, H., & Abbasi, P. (2015). Suicide in Shakespeare's Tragedies: A Thematic Analysis. Journal of Language Teaching and Research, 6(5), 1145-1156.
https://doi.org/10.17507/jltr.0605.30

Swing, G. H. (1990). Choosing Life: Adolescent Suicide in Literature. English Journal, 79(5), 78.
https://www.proquest.com/scholarly-journals/choosing-life-adolescent-suicide-literature/docview/237283999/se-2

Cunico, J. M. (1991). Audience attitudes toward suicide in Shakespeare's tragedies (Order No. 9136261). Available from ProQuest Dissertations & Theses A&I;
ProQuest One Literature. (303952016).
https://www.proquest.com/dissertations-theses/audience-attitudes-toward-suicide-shakespeares/docview/303952016/se-2

Di Fazio, N., Morena, D., Delogu, G., Volonnino, G., Manetti, F., Padovano, M., Scopetti, M., Frati, P., & Fineschi, V. (2022). Mental Health Consequences
of COVID-19 Pandemic Period in the European Population: An Institutional Challenge. International journal of environmental research and public health,
19(15), 9347. https://doi.org/10.3390/ijerph19159347

Manzar, M. D., Albougami, A., Usman, N., & Mamun, M. A. (2021). Suicide among adolescents and youths during the COVID-19 pandemic lockdowns: A
press media reports-based exploratory study. J Child Adolesc Psychiatr Nurs. 34, 139– 146. https://doi-org.ezproxy.uleth.ca/10.1111/jcap.12313

Knopf, A. (2021), Adverse mental health effects of COVID-19 on children and teens. The Brown University Child & Adolescent Psychopharmacology
Update, 23: 7-7. https://doi-org.ezproxy.uleth.ca/10.1002/cpu.30577