Trusting Our Students: Moving Beyond Demands for “Proof”

Over the past two years, I’ve noticed an uncomfortable trend in my interactions with students. Many have assumed that I won’t believe their reasons for missing class or needing extensions unless they provide graphic “proof.” I’ve received everything from pictures of infected eyes to x-rays and even photos of dirty toilets as evidence of their struggles. While I understand where this comes from—the pressure to prove legitimacy in academic spaces—this is a reflection of something much deeper that we need to address.

As a critical disability studies scholar, I am committed to fostering a classroom culture built on trust. In our field, we recognize the harm in demanding that people continually justify their experiences of illness or disability. The same logic applies to our students. Requiring students to provide evidence of their struggles—especially through graphic images—perpetuates a culture of suspicion that undermines trust and care in the learning environment.

In my classroom, I want to make it clear: I trust my students. If you tell me you're unwell, if you need extra time, if something personal is impacting your ability to meet a deadline, that’s enough. You don’t need to provide me with photographic evidence or detailed medical records to be believed.

Part of my work in critical disability studies is about creating spaces where we challenge harmful norms—norms that force individuals to continuously prove their struggles to be taken seriously. Academia often reflects broader societal expectations of proof, where students and scholars alike are expected to demonstrate their worth and legitimacy through documentation. But we can choose a different path. We can choose to trust.

Final Thoughts

Building a culture of trust isn’t just about extending kindness—it’s about challenging the deeply ingrained suspicion and doubt that can alienate students. In the classroom, as in life, believing our students when they share their experiences is the first step toward creating a more equitable, caring academic environment.