Passed: November 2024 (18th)

What is the current problem, and how does it affect students?

This policy was originally submitted in 2018 by Monisha Jackson, and after expiring in 2021 was resubmitted by Sophia Hartley. I would like to renew and amend this policy as I believe whilst some schools within the Faculty of Arts, Humanities and Cultures have made progress in this area, the changes have yet to be adopted campus wide and should be practised across all school and subject types. 

A content note guide  is an advanced  warning that potentially sensitive or distressing content will appear within a lecture/assignment. This can include text, images, and videos. Examples of sensitive topics include sexual violence, domestic abuse, eating disorders, racial violence, and can include much more. 

The discussion and analysis of such topics without prior warning can affect students’ wellbeing and their engagement with their studies as it may trigger students with personal experience in these topics, or have mental health disabilities such as PTSD.

By providing advance warning of topics covered, students will be able to manage their engagement with this material in such a way that is not a detriment to themselves. This can range from choosing a particular environment to engage with the content, spacing exposure out over time or employing self help strategies. [X] 

By providing this information to students beforehand, they will have the agency to choose how they will engage with their education in an informed manner, and so minimise any negative effects to their mental health. 

As said in the 2021 idea submission by Sophia Hartley, it is important to note that the use of content notes is not intended as censorship. Instead, it is a disclaimer which in fact can be used to create a positive impact on open discussions around sensitive topics, as students are better prepared to explore them. 

The amended to the previous policy I would like to add is that I believe this should be implemented across all faculties, not just Arts, Humanities and Culture. Faculties that may not be traditionally associated with such guides may have distressing topics included in lecture material. 

For example, the School of Psychology has a module (PSYC1605 Biological Psychology) which covers Drug Addiction whilst the School of Education has a module (EDUC3550 Child Welfare and Young Children) which covers children in care, adoption and fostering. Schools within Engineering and Physical Sciences are also relevant as many have modules related to the ethics of their subject. For example, the School of Chemistry has a module titled CHEM3621 Ethical Issues in Chemistry. 

If content note guides were used consistently across the University, students would feel free to choose any courses/modules without worrying about the impact of the topic on their mental health.

What is your proposed change? How will it benefit students?

Since the implementation of the policy in 2018, specific schools such as those within the Faculty of Arts, Humanities and Cultures have taken steps to introduce content note guides such as using a student advisory board to develop guidelines which culminated into a principles and guidelines document shared with all staff and module leaders. This document provides a springboard for discussion and as a basis for action

My proposed change is to continue to urge the university to make the use of content note guides a widespread practice that is a standard all schools must follow. Though this may not be entirely relevant for all topics, having the framework in place will ensure that how students engage with academia is considered at all stages - from the planning of lecture content to students engaging in seminars to students being able to pick their discovery modules. 

Other faculties should also have a student advisory board similar to the Faculty of Arts, Humanities and Cultures, as students from all disciplines would be able to shape how modules are delivered. 

A goal for this policy would be to have all first year modules undertake a risk assessment to determine if content note guides are necessary, and for those which are needed to have the appropriate guides in place by the expiration date of this policy.

Have you considered the impact of the proposed change for traditionally underrepresented student groups? 

Yes. This will impact all students, including those that are traditionally underrepresented.

Firstly, students with mental health disabilities such as PTSD need to be considered when providing lecture content as triggering content may exacerbate their symptoms. 

Secondly, students who fall in different groups of protected characteristics are affected differently by content. From LGBTQ+ having personal experience with homo/transphobia to minority ethnic students facing racism. These lived experiences will affect how those students engage with material covering those topics.