College students frequently encounter stress both inside and outside the classroom. In courses that utilize sensitive or trauma-related content, emotional reactions are common and may interfere with students’ readiness to learn by disrupting attention, working memory, and flexible thinking under stress. Instructors often want to support students’ regulation and engagement, but need strategies that are practical and adaptable across disciplines. The Three R’s check-in, based on neuroscience principles outlined by Bruce Perry, prompts students to regulate, relate, and reflect in a brief routine that can be used before or after encountering sensitive material. This Quick Fix outlines how instructors can incorporate simple grounding techniques, low-stakes relational prompts, and short reflective activities at the start or end of class to normalize stress, increase cognitive readiness, and support learning. The Three R’s check-in offers an accessible, trauma-informed teaching tool that fosters emotional stability, classroom connection, and deeper engagement with challenging course topics.
Jessica D. Cless (Tue,) studied this question.