The workload—both in and out of the classroom—can be overwhelming, and teaching during times of collective trauma can make that work feel even more challenging and exhausting. Remember, you’re best able to support your students when you also prioritize your own well-being. Take time to proactively create a self-care plan and identify campus resources and support networks that can help you navigate difficulties while maintaining your personal and professional responsibilities.

The Columbia Center for Teaching and Learning offers helpful ideas for support and self-care when teaching in times of stress. This resource offers strategies for teaching during times of stress and highlights campus support available to help you and your students navigating challenging periods. You might also consider starting a similar program at your institution inspired by their innovative Thank-a-Professor | Thank-a-TA initiative. This effort could be expanded to include faculty and staff and serve as a powerful reminder of the gratitude students have for the many ways we support them. 

This recent article presents how social media can play a key role in creating feelings of belonging and connection for students who find it difficult to engage in in-person social interaction. A recent study authored by a group of researchers from Michigan State University and published in the Journal of Contemporary Issues in Education explores how students with disabilities use social media to build social capital. Researchers found disabled students—including those with autism, anxiety, attention-deficit and/or hyperactivity disorder—were more likely to seek out new relationships and actively post on social media. This type of engagement can help foster a sense of connectedness and strengthen peer relationships.

While previous studies have shown that youth with disabilities experience higher rates of cyberbullying compared to their peers, they are also more likely to report receiving social support through social media. This my be linked to the social isolation they often experience in face-to-face environments. Researchers theorize that challenges with in-person socialization make social media particularly meaningful for these students, who also reported being more likely to actively post content rather than scroll passively.

Social media is everywhere—and how we use it and interact with others through these platforms shapes our experiences, both positive and negative. For students with disabilities, particularly those who are socially or geographically isolated or who face communication challenges, social media can offer new opportunities for connection and skill development. The key is understanding where and how your children are engaging online and monitoring their activity to ensure it’s age-appropriate and aligned with their level of maturity.

This resource lists the different types of social media, discusses potential benefits and risks, and provide tips to parents on how to effectively monitor and guide their children’s social media use.

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