There is so much news, controversy, and division in the world right now, and as educators, it can be difficult to find boundaries when addressing current events in the classroom.
I first became aware of this on September 11, 2001. I was teaching in New York at the time, and I remember being terrified when I heard the news of the terrorist attack. I knew the students were probably more scared than I was. And I remember thinking it was my responsibility to put on a brave face and make my students feel calm and safe by treating it like any other normal school day.
I wish I hadn’t.
Although the students were certainly scared, I still wish I had told them about the terrorist attack. As educators, we often cannot control what is happening in the world around us, but we can let our students know what is going on, provide emotional support, and sometimes be taught by these events. You can be there to bring out the moment.
This was true 17 years ago and it is true today. One of the ways I have worked to talk to students about real-world issues is by serving as an advisor for a student group at school called SiDA. The group focuses on social awareness, inclusivity, diversity, and acceptance. During the meetings, students talk about a variety of issues, including gender bias, police brutality, and sexual harassment. We also plan events for schools to spread awareness and promote a more inclusive environment.
While this is invaluable for students as it gives them the opportunity to learn more about world issues and see different perspectives, it can also be challenging for educators.
While we obviously want to foster these conversations, we are also public servants, and our pursuit of truth and the promotion of balanced and fair debate on all sides of any issue require us to remain as neutral as possible. It is important.
Recently, my students organized a sit-in to discuss gun violence in schools. As an advisor, I was there to advise them as they made their signs, but I stayed true to the facts and allowed them to draw their own conclusions and opinions. I wanted to inform my students about the laws and history of gun ownership in America, but I knew it would be a step too far to share my opinion on the issue.
It’s not always easy, but the most important thing is to provide a guide and a safe space to start the conversation.
Instead of lecturing, I have students discuss the merits and pitfalls of an argument, intervening only when I think something is disrespectful or requires further study or explanation.
Although not all students or educators within the school shared this group’s views, students across the school were beginning to discuss gun violence, which is a solid step forward. And it sets a good example. The whole school is starting to talk about these other issues, and students are starting to have healthy conversations.
As educators, it is our responsibility to prepare our students for the real world, and that means we need to talk about real social issues. Students may not need to know your political views, but they should know about current events. Creating a space to discuss and debate world issues will help these children become active citizens. Whether you help foster these conversations by advising student clubs or finding ways to talk about the news in your classroom, try to engage constructively with what’s going on in the world. Remember that your students will know anyway.