When I first heard alerts related to the King Soopers shootings, I was overwhelmed by my maternal desire to protect and support my children. I imagine that other CU families shared my concern for the physical safety and the emotional well-being of children who were navigating this intense tragedy, many of whom were far away from their family support systems.
For so many, including my own family, this tragedy added to a series of incidents of mass violence experienced in close proximity. The deaths in Boulder are layered on top of the murders at Mother Emanuel Church in my hometown of Charleston, South Carolina, and the recent deaths in Atlanta, home to grandparents, where Asian women near the age of our Asian grandmother were killed.聽The recurring violence has left one of my daughters feeling numb, and another frustrated by a media surge that replays accounts of tidy numbers and stats, often in stark contrast to the raw pain of people in grief, trying to make meaning out of mass violence and assemble a sense of security.聽
In the face of all these difficulties, I wanted to share examples of the kindness and support offered by CU faculty, especially so that the campus community could learn more about the types of care that students are receiving. You may well imagine that mental health-care providers, and even prevention and trauma researchers like myself, have rushed into the wake of this tragedy with the tools we know are effective in response to violence and loss. This is, after all, part of our role and responsibility to the institution. What may not be as evident to the CU community, but likewise utterly essential, are the individual acts of generosity. One after another, faculty have acted with compassion toward students by pausing to listen and by offering support. I offer a few examples, noting how they align with effective practices in response聽to mass violence.
- Many faculty surveyed students to see what they needed and sent emails filled with offers of assistance, flexibility for assignments, and encouragement. Professors postponed assignments and tests with the full knowledge that a stressed brain is in direct conflict with a learning brain.聽And professors who chose to continue with the routine of academic instruction made clear that information covered this week would not be part of the final exams.聽Many professors made attendance optional, but held classes in case the routine of meeting aided the process of healing. Ordinary routine can provide a sense of comfort and security during times of stress and trauma. 聽
- Graduate student instructors pushed aside curricular demands to make time for students to share their reactions, offering specific avenues of healing. For example, when some students expressed feeling overwhelmed and a sense of helplessness, one instructor suggested folks could volunteer to deliver groceries to community members who were understandably reluctant to enter stores. The ability to take positive action can ease the sense of helplessness.聽
- Beyond simply sharing contact information for mental health supports, professors normalized the need for these and validated the full range of potential emotions by sharing personal stories. One professor felt immediately angry, and later in the day they were surprised to feel joy and engagement; yet, many hours later, they were feeling numb and like it was hard to even connect with the sadness.聽Normalizing emotional responses, fluctuating feelings, and validating the experiences of students provides an important path for healing.
- One history professor postponed curriculum that would add images and narratives of violence, instead relaying to students that this was a time for recovery. Taking the perspective of others, displaying empathy for immediate needs, and acting with compassion creates relational connection.
- Another history professor called on the power of curriculum to demonstrate how people have navigated grief and used this lesson as a ramp into whole class discussions of how students were managing loss, helping make sense of the experience of grief and resilience across time and place.聽
While none of these actions were mandated by campus, individuals acted independently to create a network of support for students that is absolutely critical for community resilience in the wake of tragedy. So much grace offered in the face of so much pain. As a member of the faculty, I am proud to be part of this team.聽As a CU parent, I am grateful for the support they offered my child.聽
Dr. Kate Ellesworth is the Director of Education Initiatives at The Center for Resilience and Well-being in Schools, Institute of Behavioral Science, University of Colorado聽Boulder.聽