A Note from Megan Vered
Teachers of creative nonfiction expect deeply personal stories to surface during our classes. As we engage in the art of sensemaking, we don’t shy away from going vertical, diving in, digging deep. Topics often arise that are beyond the scope of our professional expertise. How do we create a fully supportive environment for our students and for the sake of art while maintaining a healthy class dynamic?
I recently sat down with Sue William Silverman, Samuel Autman, Michelle Otero, and Noah Michelson to discuss the challenges and responsibilities of guiding writers and students through vulnerable and potentially triggering topics like suicide, sexual assault, and personal trauma. The conversation spanned strategies for creating safe spaces for students and teachers, setting boundaries, constructive feedback, and the ethics involved when personal narratives become art and find their way to readers. What is the role of art in provoking discomfort and fostering growth? How do we respond to content warnings? How do our own backgrounds affect our teaching and editorial approaches? Where do we find community support?