Content Warnings

Many theatres have begun using content warnings, also known as trigger warnings, on a more regular basis. But they have been standard for many years for certain live effects, such as gunshots and smoke or fog. Letting your audience know about the content of a production in this way can prevent spoilers while ensuring audience members are prepared for the situation that will play out before them. However, content warnings do not just apply for audiences on opening night or even during the run; there are many opportunities to incorporate them within rehearsals, workshops, and classrooms.

Content warnings don’t need to be complex. A simple list of content is acceptable. They should incorporate content that is distressing to witness or experience, be it words or actions.

Content warnings also don’t have to be publicly visible. You can make them available on your website and direct people to look there if they would like to, you can put it in a program and let people know which page it’s on and they can decide to flip or not to flip, or you can post them underneath a piece of paper and invite your audiences to flip them if they choose to see it. These approaches allow for the audience to make the decision that is best for them.

Content warnings are a tool to make your theatre space more inclusive. It is, in fact, a point of accessibility. Refusing to provide content warnings can be seen as actively discriminatory, and/or a violation of the Accessibility Rights of Persons with Disabilities. The Accessibility Rights of Persons with Disabilities operates under the umbrella of the Saskatchewan Human Rights Code.

We found this incredibly helpful document from the University of Michigan that defines the benefits of incorporating content warnings into a classroom setting, though nearly all of the points can apply to theatrical settings, particularly as we are often engaged in education ourselves. We’ve quoted one of their important points below:

Content warnings and trigger warnings are not intended to censure instructors nor invite students to avoid material that challenges them. On the contrary, warning students of challenging material can help their engagement by giving them the ability to take charge of their own health and learning. When presented with a scene that depicts sexual violence, a student who was assaulted might shut down, disassociate, panic, become angry, or otherwise disengage from the class as they put all their attention into managing the emotional and physical symptoms the triggering material brings up for them. However, if the student is forewarned that the material includes a depiction of sexual violence, they might prepare for it by meditating, seeing their therapist, or simply give themselves more time to work through the material so they can process it under controlled conditions. Or they might still need to disengage and skip the pages that include the depiction or step out of class for a few minutes when the material is being discussed, because their mental health and safety are more important than their engagement with the material.

Resource developed, framed, and hosted by the LSA Inclusive Teaching Initiative, University of Michigan