In a time of identity politics and apparent polarisation, educators are becoming increasingly concerned about divisions in the classroom. We may have witnessed conflicts getting heated, even ugly, between students. It’s easy to feel bewildered or despondent in these moments. So, how do we deal with divisions in the classroom?
The first thing to note is that open conflict is rare. We are far more likely to face the challenge of encouraging students to speak their minds than the challenge of managing divisive speech. Students are eager to have meaningful conversations about important topics but, like us, are wary of things getting out of hand. So we face a dual challenge: fostering honest conversations on sensitive issues while preventing the emotional fallout that undermines learning and community.
My suggestions for creating this kind of classroom are informed by more than a decade of experience teaching in higher education, as well as recent conversations with students (thank you).
They are also shaped by personal experience. I grew up in London with a German mother and a Jewish father – people that, for historical reasons, might mistrust each other but instead chose to raise a family together. My brother and I were taught to prioritise individual relationships over group belonging. For better or worse, I’ve never felt entirely comfortable aligning myself with any group, whether ethno-religious or ideological.
- Give students the tools to judge difficult materials in context
- It’s been emotional: how to manage difficult student interactions
- Give everyone a chance to speak in class
My Buddhist practice has also shaped my views. A core aim of Buddhism is to embody the interconnectedness of all beings, cultivating compassion for everyone. This is a tall order on any day – but especially so when students (or colleagues) voice views that feel at odds with our most deeply held values. What, then, can we do?
Build connections in the classroom
Before diving into divisive conversations, it’s vital to build social trust. Where students trust each other (and us), they are more likely to speak openly and to listen without becoming defensive. A bonded classroom might be created through ice-breakers, collaborative problem-solving, students v teacher games, peer-to-peer teaching, field trips or post-seminar lunches – after all, those who eat together, stick together. Timetabling can help, too: smaller groups and communication-friendly layouts can make a real difference.
Give students a sense of perspective
In preparing for sensitive discussions, we can facilitate tasks that encourage perspective-taking and a sense of shared purpose beyond ideological lines. For instance, students might analyse interviews with sympathetic and relatable individuals who hold opposing views but treat each other with respect. We can ask students to identify shared goals between these individuals or to consider why different people arrive at different conclusions.
Help students appreciate constructive discussion
Before starting conversations on divisive topics, students should also think deeply about what makes a good discussion. They have to recognise both the potential harm and the immense learning that can come from discussing difficult topics. Begin by reflecting on what has made past discussions feel constructive – or not – and imagine what good conversations on difficult discussions might look like. Respect is just the starting point. Encourage students to go deeper: to envision discussions where people prioritise understanding over winning, and remain open to changing their minds.
Decide on how to communicate
Students can then co-create or choose ground rules that reflect these values – for example: confidentiality, pausing to reflect after each contribution, summarising each speaker’s points back to them to confirm understanding before responding, and waiting three turns before speaking again. These should be moderated respectfully but firmly during the discussion. If a student feels unable to continue upholding the communication norms, they should be able to step back – a decision that should be praised as a sign of emotional intelligence and self-awareness.
Be a role model for good debate
Throughout, it is crucial that we as teachers model respectful engagement across political differences and maintain a sense of optimism. We can’t expect to facilitate constructive discussions without ourselves committing to the belief that individuals are more important than any view they may hold. One useful approach is to engage in a live discussion with a colleague where you disagree – then ask students to moderate and reflect on the process. We must show our students that it’s possible to talk through difficult issues and grow stronger in the process – and when we misstep, we must model accountability and say sorry.
It’s never easy to discuss divisive issues. But building bonds, fostering perspective-taking, agreeing on communication values and modelling respectful curiosity can help create the spaces where students can explore the topics they care about most.
I’d like to end by returning to the point that campuses are generally harmonious. This is particularly important to consider, given the highly politicised tenor of discussions about universities – and the serious consequences for students and staff alike. There is less need to panic than it may seem. The overwhelming majority of class discussions are respectful in tone and most people get along. To ignore this reality risks fuelling the very dynamics of fear and escalation we seek to avoid. Perhaps the more pressing question is not how we respond when conflict arises but why we overlook the everyday harmony and care that defines most classrooms.
Lea Sitkin is senior lecturer in criminology and assistant head of school (social sciences) at the University of Westminster.
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