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Review your policy document  and use the prompt questions to discuss

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Review your policy document  and use the prompt questions to discuss

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Can students understand it? Do students or staff need to jump through hoops? Does the policy refer to many other (accessible or inaccessible) policies, leaving a burden on students to ‘follow breadcrumbs’?

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How does the policy protect students from further harm?  

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How does the policy protect students from further harm?  

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What information do we require students to disclose, how quickly, and how straightforward is this? Is it absolutely necessary if it risks retraumatizing or adding further distress to the individual? If a student is in the middle of a crisis, informing the institution, providing evidence, or being left in limbo of the decision could add to emotional distress rather than be supportive.

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How does the policy mitigate power dynamics? 

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How does the policy mitigate power dynamics? 

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Who
decides what a ‘compelling reason’ is or what constitutes
‘beyond normal difficulties’? Is there disagreement
between staff and students or even amongst staff? Are
we acknowledging the multiplicity of peoples’
experiences, and accepting of an individual’s ability to
identify what they personally find difficult/traumatic? Do
we give students any agency in decisions about their
learning, or might they feel powerless in the process?

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How does the policy ensure equity over notions of fairness?

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How does the policy ensure equity over notions of fairness?

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That is, giving individuals what they need,
rather than treating everyone the same. Does the policy
assume that giving extra time is an unfair advantage,
despite students not starting from an equitable position
and learning at different paces? What does getting
equitable accommodations entail and how might this
impact an individual? Is the burden on students to
disclose?

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How does the policy process demonstrate trust? 

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How does the policy process demonstrate trust? 

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Do we start from a position of believing students when they tell us something is impacting upon their learning? If we are asking students to prove their need for an extension, why is this? Do we trust that students know best what they need in order to learn? How are signals of trust or mistrust impacting relationships between students and staff?