This article takes up Black critical geography, Rhetorical Genre Studies (RGS), and trauma-informed pedagogy (TIP) to argue that preventing rhetorical violence in our classrooms cannot be accomplished without ensuring students feel safe bringing their whole selves into the classroom. Specifically, Black theorizations of space and genre systems help us think about the relationship between wellness and anti-Blackness as a geographic and spatial problem. Drawing on antiracist pedagogy and trauma-informed pedagogy, we demonstrate that aligning genres and practices with a set of visible, explicit antiracist commitments through the interlocking social actions of the syllabus, assignment sheets, class communications, community agreements and commitment statements, and formative and summative assessment can help in creating non-violent spaces that affirm marginalized students' identities and promote all students' well-being.