The aim of this autoethnography is to explore caring strategies for use in the teaching of sensitive and controversial issues in higher education. The text discusses a situation in which I received negative feedback on my teaching strategies during a session about sexually abused boys and men at an institution of higher education in Norway. Relying on a feminist ethics of care, both the way in which I managed the situation and alternative handling strategies are discussed. The article recommends that teachers take preventive measures to safeguard students. Ensuring in advance that the content of the session is made explicit to the students is paramount, thereby enabling them to make informed decisions about participation. However, making moral judgements on the content as in 'trigger warnings' should be avoided. Also, the use of suitable rooms that are spacious and allow for opportunities to arrive and leave the session discreetly is recommended.