Teaching in the Context of Complex Political Events

Political events affect our teaching–and our students’ learning–but it is difficult to know how much, if at all, to address complex political events in class. Here we offer some considerations as you navigate this challenge.

  • Understand that students may be distressed and distracted by what is happening. Consider whether you can offer flexibility on assignment deadlines or the option to revise and resubmit work.
  • Ask yourself what it means for you to address the events authentically. You might decide to acknowledge them in an email, a post on Canvas, or a brief statement in class. For example, you could choose to start class by sharing your own response to what is going on and recognize that students may be feeling a range of emotions themselves. Address the specifics of the events only to the extent you feel comfortable and be honest about the challenges you face as a faculty member responding to them. 
  • You might end class by stressing the importance of students seeking out support and reminding them of some of the resources available to them on campus:
  • Counseling and Psychological Services - CPS offers services to support the psychological well-being of the Princeton University community and are available at no cost to currently enrolled Princeton students. They provide urgent care services for students experiencing distress or psychological difficulties and for others in the community who may have concerns about a student. Students can access counselors 24/7 by calling the CPS Cares Line at 609-258-3141.
  • Office of Religious Life – ORL supports students of any religious identity or of none. They offer pastoral counseling, fellowship opportunities, meditation, yoga, as well as a community space and places for prayer, meetings, and quiet study.

If the events come up unexpectedly in class, gauge students’ response. Do they seem to want to discuss them? If so, and your class is not the appropriate forum in which to do so, you might provide them time for private reflection and writing before moving on to other topics. You might also refer them to places on campus–for example, the ORL or Princeton’s cultural and affinity groups–where these conversations are taking place. 

There are many reasons why faculty members might engage current events and their political, historical, or social contexts explicitly in class. For instance, your course content might center on the regions involved or a course goal may be for students to practice vetting media sources or finding evidence for claims. The events might provide an opportunity for students to conduct research and think critically about the world around them. Engaging in discussions of complex current events, students might rehearse respectfully dialoguing across differences.

If it makes sense for you to engage the events in course activities or assignments, we offer the following suggestions:

  • Be explicit about your learning goals for the course and how these activities or assignments support students’ achievement of those goals.
  • Remember that students come to Princeton with a broad range of perspectives and experiences. Your classroom should be a space in which they can respectfully express their interpretations of current events or, in some cases, choose not to. Consider what alternatives you might offer to students who would rather not engage the events in their coursework.
  • Have a community contract or agreement in place before you start discussions of current events, especially if you anticipate that the discussions might get heated. Work with your students to set expectations and rules for your conversations. For example, perhaps you will agree to avoid generalizing about groups of people or refrain from using inflammatory language. In addition to outlining what students should not do, it might be useful to discuss what they should do. Ask them: What does a respectful, civil discussion look and sound like? What are its optimal outcomes? 
  • Establish a clear structure for the discussion that gives all students the opportunity to speak without forcing them to do so. For example, you might start the conversation with students in small groups, stage a “fishbowl” style discussion, or use props so that they can “pass the mic” to one another or track how many times they have spoken. Allow students to step away from the discussion if necessary. There are several frameworks—for example, Open the Front Door and the LARA method—that might be useful to you and your students as you navigate these discussions together. 
  • Provide clear and specific prompts. For example, you might ask students to articulate their questions about the events or to simply share their feelings. You might ask them to brainstorm what actions they can take in response or what research they need to do to stay informed. Encourage students to balance an emotional and intellectual response, if possible.
  • Define your role as the instructor. For example, you might reserve the right to interrupt the discussion if students violate the rules of the agreement or close the conversation completely if it becomes unproductive. 
  • Be ready for challenging moments and practice your response to them. Don’t gloss over controversial comments; engage them. For example, you might attempt to clarify a student’s remark by repeating it back and asking if your representation is accurate or asking them to say more about what they mean. You might invite other students to offer alternative perspectives. Have a writing prompt ready in the event the conversation veers out of control. For example, you might pause and ask students to reflect on what makes discussion of the topic so difficult. 
  • Check in with students post-discussion. You might do this via anonymous survey on Canvas, with an instant feedback system like Mentimeter, or using index cards. Make time for the group to reflect on how the conversation went and to share their feedback.

Additional resources: