Contributors: Megan McFarland, Harold McNaron, Lindsay Murphy, Grant Scribner, Kendra Woodstead

The classroom can be a place to explore controversial topics including equity, identity, religious beliefs, and political views. These topics may come up as part of your curriculum, or through external factors and events. You may or may not choose to engage students in difficult classroom conversations — but either way, it’s important to prepare and know how to offer student support.

Notice your own responses and emotions surrounding a topic and recognize that you and your students may not be able to show up as your best selves for these conversations. One approach to this might be transparency with your students, acknowledging how challenging the topic is and giving everyone space to process before moving forward with a conversation.

If you do choose to engage students, it will be important to acknowledge the range of perspectives and intense emotions that are likely present in your classroom. The following tips may be helpful for framing a conversation where students with diverse experiences and points of view can engage productively with one another.

Establish community agreements before discussing difficult topics.

Encourage your students to help create these collaboratively. They might include one or more of the following agreements:

  • Addressing ideas rather than people
  • Taking and making space to ensure everyone has a chance to speak
  • Entering the conversation with a spirit of curiosity and good will
  • Welcoming correction and reflection

Identify a clear purpose for the conversation.

Is the class interested in exploring a question, better understanding the context of a recent event, reflecting on the impact of current events, or something else? There is no right answer, but it is helpful for students to agree on a focus and purpose before diving in.

Provide space to summarize the discussion.

Provide space to summarize the discussion, receive student feedback, and allow students to reflect on their feelings and experiences. This might look like a brief exit email or poll, a word in the Zoom chat, or a Google Doc with reflection notes.

Recognize that difficult topics may impact students differently.

Your students likely experience a range of emotions when responding to difficult topics, informed by a range of factors including their lived experiences, intersecting identities, and feelings of safety in the class space. Particularly during uncertain and highly stressful circumstances, some students may be more at risk for marginalization connected to race, ethnicity, gender, sexual orientation, age, or region/country of origin.

  • It may help to encourage a discussion of students’ relevant experiences while being mindful to not ask students to self-disclose information they may not be ready to share.
  • Consider asking students to complete an anonymous poll about their questions or concerns (or email you privately, if an individual response is needed). Options include Google forms, discussions, and survey tools. Find out whether students feel they are making progress, if they are having difficulties with the course, and if they have specific suggestions for addressing any challenges they identify.

Acknowledge the impact on your students.

If you do not choose to address a difficult topic substantively but still want to acknowledge it, you can:
  • Begin by recognizing that different people have strong emotions from a variety of perspectives, and it may be hard to focus.
  • Give your students a chance to write for a minute or two to process their thoughts and feelings, and/or identify people they want to reach out to for the types of connections and processing that would benefit them. Then move on to your plan for the day.
  • Note the difficulty of focusing and of controlling strong emotions and let students know they can feel free to take a brief break to refocus.

If a student raises a topic when you had not planned to discuss it, classroom discussion agreements might provide guidance to have a productive and respectful conversation. If you do not feel prepared for a conversation, you can recognize that the student might want to have the conversation, but explain that you want to think further about whether and how to engage it as a class.

Focus on: Politically Charged Conversations

Navigating politically charged topics in the classroom can be challenging yet rewarding. These discussions, when managed effectively, can deepen students’ critical thinking and enhance their ability to engage constructively with diverse perspectives.

Strategies for Engagement

  • Frame the conversation. Clearly outline the relevance of the political issue to the course content. Linking the topic to learning objectives can ground the discussion in shared goals.
  • Provide context. Equip students with factual, nonpartisan resources to inform their perspectives. A well-informed discussion helps reduce misunderstandings and focuses on substantive dialogue.
  • Facilitate with neutrality. Act as a guide rather than a participant. Redirect polarizing exchanges toward shared values or common ground, emphasizing analytical reasoning over personal attacks.

Post-Discussion Reflection

  • Debrief together. Reserve time at the end of the session for reflection. Ask students to share insights, unresolved questions, or feedback on the process.
  • Evaluate outcomes. Use follow-up assignments or surveys to assess the impact of the discussion on students’ learning and engagement.

By fostering a structured and inclusive environment, instructors can help students navigate the complexities of politically charged conversations with empathy and critical thinking. These skills are invaluable both in the classroom and beyond.

A Note about Responding to Good and Bad Faith Arguments

Following an election or other politically charged event, students may make a variety of statements that elicit a range of reactions and responses from you and other students. It can be especially helpful to try to distinguish between good and bad faith arguments, and adjust your responses accordingly.

Good faith arguments are made with a genuine intent to engage, learn, and find common ground. They prioritize evidence-based reasoning, respectful listening, and honest inquiry.

Suggestions for Responding to good faith arguments:

  • Start with curiosity: ask open-ended questions to encourage dialogue
  • Listen actively: focus on understanding the other person’s perspective, not just preparing your rebuttal
  • Find common ground: look for areas of agreement to build a constructive conversation
  • Stay respectful: even when you disagree, maintain a tone or respect and openness
  • Challenge with care: when addressing problematic statements or bias, do so in a way that invites reflection rather than defensiveness.

Bad faith arguments aim to provoke, distract, or dominate the conversation, often relying on misrepresentation, exaggeration, or personal attacks. Setting clear expectations for engagement helps participants recognize and avoid unproductive tactics while focusing on meaningful dialogue.

Suggestions for responding to bad faith arguments:

  • Recognize manipulation: be aware of tactics like gaslighting, strawman arguments, or personal attacks
  • Stay focused on facts: don’t be drawn into emotional or manipulative traps; bring the conversation back to the facts.
  • Reframe the discussion: If possible, reframe the argument to focus on constructive, solution-oriented dialogue
  • Set boundaries: It’s okay to disengage from a conversation that is harmful or unproductive. Politely say, “I don’t feel this discussion is moving toward understanding.”

Seek support on and off campus.

Current complexities such as the COVID-19 pandemic and ongoing political polarization affect the way students, instructors and others experience difficult conversations. For educators already balancing our own personal and professional lives related to these challenges, it may feel overwhelming to prepare for and/or respond to difficult classroom interactions such as disrespectful or discriminatory comments or actions. You are not alone. PSU has policies and offices in place to support your students and to support you. Please note that these approaches are not meant to serve as legal guidance or procedural doctrine.
If an incident occurs during your class, consider the following approaches and resources:
  • File a discrimination/harassment claim.
  • Refer to this resource regarding threatening or suspicious behavior on campus.
  • Refer to SALP resources about free speech and communication.
  • Consider completing a Bias Incident Report Form to notify and get support from PSU’s Bias Review Team. The form can be filled out anonymously if needed.
  • Consider completing a referral form to alert the PSU Cares Team that a student may be in crisis and/or need timely support.
  • Refer to the Office of Academic Affairs academic freedom website and their resource guide for responding to challenges or threats to freedom of expression.
  • Are your students engaging in protest? If so, review these policies and protocols related to protest and speech on PSU’s campus.
  • Consult relevant language from the Code of Conduct:
    • Discriminatory Harassment: verbal comments, graphic or written statements, or physical conduct by a student based on Protected Class(es) that is so severe, persistent, or pervasive that it interferes with or limits a student, employee, volunteer, or PSU community member’s ability to participate in or benefit from the university’s educational and/or employment opportunities, programs, or activities.
    • Disruptive behavior: any behavior that interrupts the normal operations of the University, including teaching, classroom activities, research, administrative functions, disciplinary procedures, or other authorized University activities.
    • Harassment: a course of conduct, including intimidating, coercive, or verbally abusive behavior, directed at a specific individual(s) that causes, or is intended to cause, emotional or physical distress and serves no legitimate purpose.
    • Threatening communication: Threats made verbally, online or through electronic communication with sufficient content such that it causes fear of injury or other harm are prohibited.

Community Spaces that Support Students

These PSU resources may be useful to students navigating difficult topics and conversations:

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