Abstract The use of trigger warnings has been a hot topic both in academic circles and the popular press. Unfortunately, the focus has thus far been on whether or not students need to “toughen up.” The backlash trigger warnings receive is largely due to the fact that scholars and commentators alike have conflated trauma and discomfort in the classroom environment to mean the same thing. In this essay, I argue that trigger warnings should be seen primarily as a means of ensuring disability access in the classroom. In order to do so, I contend that terms such as trauma and discomfort can no longer be treated as synonyms in order to understand the ways in which trigger warnings alert students to utilize their coping strategies. The inability to recognize the necessity of trigger warnings stems largely from some instructors’ failure to identify their own privileges. Writing from and through my own embodied experiences, I seek to find clarity in existing conversations in support of trigger warnings and refocus the discussion toward equal access to an education.

中文翻译：

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将辩论重新集中在触发警告上：教室中的特权，创伤和残障

摘要触发警告的使用已成为学术界和大众媒体的热门话题。不幸的是，到目前为止，焦点一直集中在学生是否需要“强身”上。引发强烈反对的警告很大程度上是由于学者和评论员都将教室环境中的创伤和不适混为一谈。在本文中，我认为触发警告应主要被视为确保教室中无障碍通道的一种手段。为此，我主张不再将诸如创伤和不适之类的术语视为同义词，以了解触​​发警告提醒学生利用其应对策略的方式。无法识别触发警告的必要性，在很大程度上是由于某些讲师未能确定自己的特权。我从自己的经历中汲取经验，并通过自己的经验写作，力求在现有对话中找到清晰的信息，以支持触发警告，并将讨论的重点重新转向平等接受教育的机会。