Writing through pain: How teachers can support writing as therapy for students processing trauma

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In April of 2007, I was finishing my 4th year of teaching 8th grade English when Stephen Cho murdered 33 people and injured 15 others (Hauser & O’Connor, 2007) at Virginia Tech University. Every television station looped photographs of Cho brandishing guns and video clips of law enforcement clearing students from buildings. Students were reacting, processing, and trying to make sense of what they heard and saw. Might my class provide a safe and productive space for that work?

Original languageEnglish (US)
Title of host publicationContending with Gun Violence in the English Language Classroom
PublisherTaylor and Francis
Pages106-112
Number of pages7
ISBN (Electronic)9780429756016
ISBN (Print)9781138354517
DOIs
StatePublished - Jan 1 2018

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All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

Cite this

Griffith, J. J. (2018). Writing through pain: How teachers can support writing as therapy for students processing trauma. In Contending with Gun Violence in the English Language Classroom (pp. 106-112). Taylor and Francis. https://doi.org/10.4324/9780429424779-14