As theatre teachers, we have a responsibility to create a safe and inclusive space for our students. In the course of their artistic journey, students may encounter intense emotions that can be categorized as either triggered or discomfort. Understanding the distinction between these two experiences is crucial for providing appropriate support. In this blog post, we will explore the difference between being triggered and discomfort in theatre students and discuss strategies that theatre teachers can employ to help students navigate these feelings.
Triggered vs. Discomfort:
- Being Triggered: When a student is triggered, they experience a profound emotional response that is often rooted in past traumas or sensitive experiences. Triggers can evoke fear, anxiety, anger, or distress, causing students to feel overwhelmed and unable to continue their participation in a scene or performance.
- Discomfort: Discomfort, on the other hand, is a natural and essential part of the artistic process. It occurs when students encounter challenging or unfamiliar material that pushes them outside their comfort zones. Discomfort can be related to exploring sensitive topics, taking on complex characters, or participating in physically or emotionally demanding scenes.
Supporting Students in Navigating Emotions:
- Establish Trust and Open Communication:
- Create a safe and non-judgmental environment where students feel comfortable expressing their emotions.
- Encourage open dialogue and let students know that their concerns and experiences are valid and respected.
- Provide Clear Expectations and Resources:
- Clearly communicate the nature of the content or scenes in advance to help students make informed decisions about their participation.
- Offer resources such as trigger warnings, scripts, or materials that can assist students in understanding and processing potentially triggering content.
- Foster Self-Awareness and Emotional Regulation:
- Help students develop self-awareness by encouraging them to recognize their emotional responses and triggers.
- Teach techniques for emotional regulation, such as deep breathing exercises, mindfulness practices, or journaling, to assist students in managing their emotions during challenging moments.
- Empower Student Agency:
- Give students the power to make informed choices about their involvement in particular scenes or performances.
- Respect their decisions and offer alternative assignments or roles that align with their comfort levels, while still providing opportunities for growth and learning.
- Incorporate Sensitivity Training:
- Integrate sensitivity training into the curriculum, providing students with the tools and knowledge to approach sensitive topics responsibly and respectfully.
- Facilitate discussions on consent, boundaries, and the importance of supporting one another during emotionally challenging scenes or situations.
- Seek Professional Support:
- Encourage students to seek support from school counselors, therapists, or mental health professionals if needed.
- Collaborate with these professionals to ensure a holistic approach to student well-being.
As theatre teachers, our role extends beyond the stage. By understanding the distinction between being triggered and discomfort, we can effectively support our students in navigating their emotions. Creating a safe and inclusive environment, providing clear expectations, fostering self-awareness, empowering student agency, incorporating sensitivity training, and seeking professional support are all essential strategies to assist students in processing their emotions and engaging with challenging material. By prioritizing their well-being, we can help our theatre students grow artistically, emotionally, and confidently as they explore the depths of the human experience.
Copyright, 2023, James Chrismon, All Rights Reserved
