To deliver an authentic curriculum in a discipline such as forensic science, teaching sensitive topics is essential. Discussions on violence, trauma, socio-economic disadvantage and substance misuse impart knowledge, help build future employment skills and, importantly, shape how students respond to challenging realities.
But this is no easy task. Educators must carefully balance making students feel secure and supported while also preparing them for the complexities ahead.
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Should such challenging material be included in curricula at all? Exposing students to distressing material could cause unnecessary harm, potentially triggering negative emotional responses or exacerbating existing trauma, some argue.
Challenging students with these real-life, complex issues at university, however, offers a safer, controlled environment in which to grapple with them. At my institution, forensic science educators collaborate with criminal justice colleagues, teaching victimology, to provide carefully designed case studies that mirror the realities of professional practice, framed within a trauma-informed approach. Colleagues in Criminal Justice have invested significant effort in developing effective trauma-informed strategies and forensic science has drawn on their expertise to ensure students feel supported while building the resilience required for emotionally demanding careers.
How to embed a trauma-informed approach
This process begins with briefing students and providing detailed learning materials in advance, helping them understand what to expect and decide how best to engage with the content. Providing students with clear information on what each session will involve is especially helpful for those who may not have anticipated their emotional response. They can emotionally “pad up” before engaging with difficult materials and lessons, reinforcing their sense of safety and strengthening trust in their educator. This trust encourages students to engage more openly with challenging topics they might have otherwise avoided.
At my institution, we also embed proactive well-being initiatives directly into the curriculum. For example, at the start of modules involving potentially distressing content, students’ well-being counsellors lead sessions introducing available support services. These sessions provide clear information on accessing resources, both on campus and online, helping students feel that support is always within reach.
Additionally, students are coached on recognising signs of emotional stress and strategies for preventing and managing them. This normalises seeking help and reinforces the importance of self-care as students progress through their programmes and into employment.
Avoiding sensitive topics risks leaving students unprepared for the emotional realities of their chosen professions, as we’ve heard from discussions with academics and forensic science practitioners, and via feedback from student surveys. Early exposure, supported by thoughtful preparation and guidance, allows students to develop emotional resilience and learn coping strategies in a supportive environment. This not only fosters personal growth and understanding but normalises open discussions of difficult realities, promoting a culture of empathy and support.
When challenging material is left to be delivered as professional training, we risk students pursuing careers they’re not emotionally suited for. This is particularly concerning in forensic science, where additional professional training might not occur before practitioners face emotionally taxing situations. Embedding these experiences within the academic curriculum allows students a true understanding of the emotional challenges they may face in certain fields of their professional life, and equips them with the tools they need to safeguard their emotional well-being when navigating them.
A ‘brave space’ for students
Creating a respectful learning environment is equally crucial for student well-being and engagement. At my university, forensic biology and victimology students contribute anonymously to the creation of ground rules designed to ensure they feel heard and supported, with an emphasis on respect, empathy and constructive communication. For example, encouraging students to support their opinions with research, rather than personal anecdotes, helps keep discussions productive and inclusive while reducing the emotional toll on individuals. This sense of mutual respect enables students to express concerns more freely.
This creation of a “brave space” has resulted in an increase in student disclosures to Criminal Justice and Forensic Science educators. These disclosures provide valuable insight into the challenges students face, enabling educators to adopt a more compassionate and informed approach.
In addition to supporting students, teaching sensitive content can take a toll on educators. The emotional demands of delivering difficult topics are often underestimated yet instructors are frequently the first to respond to students who become distressed or disclose personal experiences. Universities can play a significant role in supporting educators by offering access to counselling and mental health resources, while encouraging professional reflection through peer support networks, reflective practice sessions or regular check-ins with colleagues. Educators can offload, share experiences, manage stress and maintain their own well-being.
Teaching sensitive topics is about more than delivering course content. It is centred on preparing students to handle emotionally challenging realities while protecting their well-being. At my institution, trauma-informed teaching strategies, well-being initiatives and supportive classroom environments ensure that students and educators alike are equipped to navigate these challenges.
By embedding respect, transparency and support into the learning experience, we help students develop resilience and emotional intelligence. These skills are vital not only for emotionally challenging fields such as forensic science but for any profession, highlighting the broader relevance of this approach across higher education.
Carrie Mullen is lecturer in the School of Computing, Science and Engineering at University of the West of Scotland.
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