Content Notes

A content note is a statement that acknowledges and warns that certain teaching materials may be sensitive or trigger a strong emotional reaction, so that students can prepare themselves accordingly. A content note can also provide necessary context, for example to place certain language (or certain imagery, stereotyping, etc.) within a broader historical or political framework.

Including a content note gives students the opportunity to prepare themselves mentally and emotionally for further engagement with specific material. Its aim is to facilitate engagement with sensitive material, rather than to exclude it.

A content note is not the same as a trigger warning. The concept of a trigger warning is based on the assumption that certain material may ‘trigger’ underlying trauma in a student with PTSD. Various studies have shown that trigger warnings cannot prevent flashbacks in people with PTSD and that, furthermore, it is difficult to predict what will or will not act as a ‘trigger’. Furthermore, researchers suggest that individuals with underlying trauma may actually benefit from engaging with certain material. For these reasons, our faculty has chosen not to use the term ‘trigger warning’, opting instead to use content notes.

The purpose of a content note differs from that of a trigger warning: a content note ultimately facilitates engagement with certain material through an announcement or a specific framework – a content note does not function as an alarm, but rather as a gateway.

The policy of the Faculty of Humanities is that lecturers are not obliged to add content notes to their materials, and this is for several reasons. Firstly, it is only human for a lecturer to forget to include content notes or to overlook them. Secondly, it may be a deliberate choice to present certain material without a content note, for example when the specific experience or emotional impact of the material is central, or if an element of surprise is actually needed to achieve a particular learning objective. In short, a lecturer is ultimately free to decide what they wish to achieve with their material within a course. Thirdly, a lecturer cannot and should not be expected to be aware of the specific sensitivities of individual students. Consequently, in some cases, certain material may unexpectedly be perceived as shocking, even without a content note having been added.

The Faculty of Humanities does, however, advise that lecturers reflect on the material used during teaching; what do you really need and when? For what purpose? Could an alternative example achieve the same thing without carrying an emotional charge? Could a brief contextualisation deepen the discussion?

A content note can serve two different purposes: 1) it can provide advance warning of sensitive teaching material so that students can prepare for it, or 2) it can offer students a specific historical or political context, draw their attention to any existing controversy or debate surrounding the material, etc., thereby enabling them to engage with the material more effectively.

A content note is included with teaching material that may provoke a strong emotional reaction in students. Below is a brief (non-exhaustive) list of topics and themes that may require a content note:

1. Rape, sexual assault
2. Explicit sexual/pornographic content
3. Physical violence, abuse, torture, aggressive and/or violent behaviour
4. War violence, war crimes, war trauma
5. Emotional abuse, including gaslighting, coercion
6. Child abuse, pedophilia
7. Animal abuse, cruelty to animals
8. Serious illnesses: terminal illnesses, accidents, operations (blood, body horror)
9. Mental health issues: suicide, self-harm, mental disorders, eating disorders, alcohol and drug use and/or addiction
10. Abortion, miscarriage
11. Discrimination/intolerance of any kind: racism, misogyny, homophobia, transphobia, discrimination against people with disabilities, the elderly, or immigrants, anti-Semitism, Islamophobia, etc. This includes both language (‘racial slurs’, defamation/slander/insults, etc.) and illustrations and imagery within audiovisual material.

A content note can be seen, firstly, as a warning about sensitive material and, secondly, as contextualising information. In both cases, a content note should therefore be provided before any interaction with the material takes place.

However, lecturers may assume that students are aware, when registering for a course, that certain subjects and courses will deal with shocking material; consider, for example, a course on pornography or horror, or a course on war crimes, etc. In such cases, the lecturer may add a general content note to the course description in the course catalogue, and it is advisable to provide a specific content note for the more extreme examples within the course.

Furthermore, you may consider the following situations when placing a content note:

In the course catalogue and on Canvas:

This also depends on the course content and the prevalence of sensitive material in the syllabus. For some courses, it is necessary to include a brief note alongside the course description in the course catalogue, in a welcome message on Canvas, or at the top of the course description in the syllabus. In most cases, content notes are placed directly above specific texts or objects on Canvas. (See also: ‘how do I formulate a content note’).

In lectures and seminars:

In most cases, the material covered in lectures or seminars can be provided with a content note in advance via Canvas. If texts or objects not previously introduced are covered in a seminar or lecture, a brief content note can be placed on the slides at the start of the lecture or seminar (or provided verbally by the lecturer).

A lecturer may also choose, during a lecture, immediately before discussing, for example, a particular photograph, a video clip or a quote, to briefly provide a content note and/or offer students the opportunity to step outside for a moment. In the case of this latter option, stepping out does not constitute censorship or exclusion: the intention is not for students to avoid the material, but to provide an opportunity for preparation; students will then view the material at a later time (via a recording, the slides, or Canvas) within their own environment. If underlying trauma makes it impossible for a student to engage with certain material, the student in question may contact the study advisor for their programme.

In assignments and exams:

The following applies to assignments and exams: if the study material was already provided with a content note in advance, no new content note needs to be added. After all, students are familiar with the exam material and have been made aware of the sensitivity of the subject matter during lectures or seminars.

For material not previously introduced, a content note may be placed at the top of the assignment or exam (for example, under the general instructions) or within a specific exam question immediately above the material. The key guideline here is that students must be able to see the content note before they begin working on the material.

The Faculty of Humanities (FGw) advises that, in assignments and exams, extra care should be taken with material that may provoke a strong reaction or requires further context. Students are generally more anxious during exams than usual, and shocking content may therefore be perceived as even more sensitive. It is therefore advisable for lecturers to consider whether a less confrontational alternative could assess the same knowledge and/or skills.

A content note is usually kept as concise as possible and often serves simply as a ‘warning’ about certain content. For example, in a content note, you do not need to anticipate or address potential student reactions, nor do you need to apologise for anything. If necessary, you can use a content note to provide a brief commentary on specific material in order to offer a specific cultural, historical or political explanation.

Here are a few specific examples of short ‘content notes’:

• “Content note: this text contains racist and orientalist slurs.”
• “Content note: this film contains graphic depictions of war violence, torture, sexual assault and rape.”
• “Content note: this article contains descriptions of drug addiction, depression and suicide (page 46).”
• “Content note: this title (or: this book, this text) contains misogynistic attitudes and domestic violence.”
• “Content note: there is a great deal of controversy surrounding the religious cartoons discussed in this article. Make a note of your experiences and, above all, read more about it; we will incorporate the various opinions within this debate into our discussion during the lesson.”

The use of content notes is never fail-safe; despite careful preparation, students may still take offence at the teaching materials used. In any case, when preparing their lessons, lecturers can request personal support from the Teaching and Learning Centre and, in the event of a conflict regarding an unsafe situation, contact the Social Safety Guide for staff or their line manager.

In the event of a conflict, students can contact the social safety adviser for students or, if they wish, submit a complaint via the complaints committee. In the event of underlying trauma affecting their academic performance, students can contact the study adviser for their degree programme.

However, prevention is better than cure! As content notes can promote an inclusive learning environment, it is essential to ensure there is sufficient opportunity during lectures or seminars to engage in discussion when students have comments about specific teaching materials. In such cases, ensure respectful interaction and, as a lecturer, adopt an open and professional attitude. (See also: ‘Tips for discussing sensitive teaching materials and/or content notes’).

Prepare yourself

With careful preparation, controversial topics can add significant value to discussions. Try to gauge your students’ sensitivities, but also be aware of your own emotional triggers. As a teacher, do not present personal views as ‘objective truth’ or course material.

Prepare your students

Ensure clear ground rules, be clear about the learning outcomes of discussions and always frame these within the course objectives. Also provide your students with sufficient background information and context to enable them to engage in an informed debate. Be clear about the basic rules during debates. These include:

• Listen to one another;
• Do not interrupt others;
• Respect others’ viewpoints;
• Criticise ideas, not (groups of) people;
• Avoid inflammatory language.

Foster an appreciation for diversity among your students

The diversity of personal, cultural and intellectual perspectives can also enhance learning outcomes if space is systematically created for this during lessons. Be open to your students’ personal contributions and ask them to express their opinions in a responsible manner.

Encourage debate

Make systematic provision for reflection and dialogue to help students recognise the value of diversity within the group. For example, set a writing assignment in which students must defend an opposing viewpoint. Or allow time for individual reflection following a debate during the lesson: for instance, ask students to evaluate their opinions in writing and briefly reflect on their own sensitivities during the debate. Students could, for example, consider:

• What new ideas have you gained?
• In what way has your awareness of this topic increased?
• Reflect on the viewpoints that have been raised with which you disagree.

Always briefly address hurtful and offensive comments

Of course, students may also (unintentionally) make hurtful remarks. In such cases, try to acknowledge the moment briefly but then move beyond the personal and elevate the discussion to a reflective level so that the student in question is singled out as little as possible. Ignoring disrespectful behaviour amongst students encourages it and can lead to other students in the group feeling unprotected and unsafe. If it is not possible to have a constructive conversation at that moment, at least acknowledge the issue and return to it later.

Ensure a professional attitude and respectful interaction

At the start of your course, make it clear what you expect from the students and what they can expect from you. How will we interact with one another during this class? How do we create an environment of trust? If necessary, remind your students of the UvA’s ‘code of conduct’, but in any case highlight your responsibilities as a lecturer and theirs as students.

Know your rights and responsibilities as a lecturer

As a lecturer, you are responsible for social safety during your seminars and lectures. However, students share responsibility for the atmosphere and respectful interaction amongst themselves.

If one of your students has a strong emotional reaction to the teaching material used, offer them the opportunity to leave the room and take a moment to compose themselves. Give them the chance to discuss it with you later and/or refer them to the study advisor or (if necessary) to the social safety advisor.