{"id":10461,"date":"2021-12-10T09:02:00","date_gmt":"2021-12-10T09:02:00","guid":{"rendered":"https:\/\/www.highspeedtraining.co.uk\/hub\/?p=10461"},"modified":"2025-03-13T16:35:09","modified_gmt":"2025-03-13T16:35:09","slug":"controversial-classroom-topics","status":"publish","type":"post","link":"https:\/\/www.highspeedtraining.co.uk\/hub\/controversial-classroom-topics\/","title":{"rendered":"The Prevent Strategy: Practical Tips for Managing Controversial Topics in the Classroom"},"content":{"rendered":"<h2>Controversial Topics: A Guide for Teachers<\/h2>\n<p><strong>This guide has been designed with teachers in mind to help you navigate sensitive or potentially controversial topics in the classroom.<\/strong><\/p>\n<p>Issues like immigration, terrorism, war, religion and extremism,\u00a0race and racism, and sexism are big in the news.\u00a0Discussing sensitive issues and providing age-appropriate learning opportunities around these issues helps prepare students for democratic participation in later life.<\/p>\n<p>Debate-style activities can be used successfully in all areas of the curriculum, but you are perhaps more likely to include them in regards to more sensitive concepts and issues, within PSHE, relationship, sex and health education, citizenship, and religious studies.<\/p>\n<p><strong>Structured classroom debate provides students with the ability to:<\/strong><\/p>\n<ul>\n<li>Debate their beliefs.<\/li>\n<li>Practice and develop reason.<\/li>\n<li>Make cognitive gains in decision making.<\/li>\n<li>Challenge their views and the views of others.<\/li>\n<li>Recognise, unpack, and explain subtext.<\/li>\n<li>Take a step back and develop objectivity.<\/li>\n<li>Acknowledge and explain the reasons why other people hold their views.<\/li>\n<\/ul>\n<p>These are skills that children need \u2013 and they also help promote <a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/british-values-lesson-plan\/\" target=\"_blank\" rel=\"noopener noreferrer\">British values<\/a> which is part of the Prevent duty within the education sector.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-10612 size-full\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2016\/11\/Discussing-Sensitive-Issues.jpg\" alt=\"A teacher discusses sensitive issues with a small group of students\" width=\"685\" height=\"295\" \/><\/p>\n<hr \/>\n<h2>Tips for Teachers<\/h2>\n<p>Whether you&#8217;re new to teaching or a seasoned veteran, it\u2019s important to have a toolbox of tips for successfully navigating discussion of sensitive issues. Here are our six favourites:<\/p>\n<p><strong>1. Establish Ground Rules.<\/strong><\/p>\n<p>In the classroom, you need to establish ground rules and create an atmosphere of respect and tolerance. It is important that you discuss these beforehand, ideally co-construct them with the students, and refresh everyone\u2019s memory of them at the start of sessions. Remember \u2013 by modelling the ground rules, and the way you expect students to conduct themselves in such discussions, you are also providing a powerful learning opportunity<\/p>\n<p>Such ground rules may include:<\/p>\n<ul>\n<li>Not permitting personal attacks.<\/li>\n<li>Maintaining a zero-tolerance policy on intolerance like homophobia and Islamophobia.<\/li>\n<li>Asking students to be open to and examine their own subtext.<\/li>\n<li>Asking students to remain open to multiple perspectives.<\/li>\n<\/ul>\n<p>Never show surprise at what some people believe. Everyone is different. Overcoming intolerant beliefs can be hard because these thoughts and opinions are often deeply embedded.<\/p>\n<p><strong>2. Never Ignore Intolerant Remarks.<\/strong><\/p>\n<p><a href=\"http:\/\/www.adl.org\/education-outreach\/curriculum-resources\/c\/making-it-meaningful.html\" target=\"_blank\" rel=\"noopener noreferrer\">Never leave remarks unchallenged<\/a> or unexplored. If you ignore something hateful, this teaches students that intolerance and trivialising are okay. Worse, it makes some students feel like they aren\u2019t protected in the classroom. When someone makes a comment that is hurtful, upsetting or intolerant, it\u2019s a good idea to discuss it calmly and try to consider why some people might feel this way. However, you need to balance exploring the comment with making sure the student who said it doesn\u2019t feel isolated or attacked! If you can do this, you can turn a heated moment into an opportunity for deeper learning and development.<\/p>\n<p>And remember, all your students should be protected in the classroom, no matter who they are or what they\u2019re saying.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-10645 size-full\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2016\/11\/Mosque-London.jpg\" alt=\"A Mosque in London, England\" width=\"685\" height=\"295\" \/><\/p>\n<p><strong>3. Know When to Talk Outside The Classroom<\/strong><\/p>\n<p>Supporting students who\u2019ve had a difficult time in class can help them learn from their experience and feel supported. You may need to support people whom you don\u2019t agree with as well. It\u2019s just as important to speak to the student who got upset as it is to speak to the student who made the remark or held the belief.<\/p>\n<p>Of course, if something mentioned in the activity strikes you as a potential safeguarding concern, you should follow the established procedures for reporting that.<\/p>\n<p>Part of your Prevent duty responsibilities is to notice signs of radicalisation. If, during such activities, you become concerned that a student might be exposed to, or supporting, extremist ideologies, you need to respond to these concerns. Recalling your Prevent training, the next step after noticing a concern, would be to check that concern by speak to a colleague, your <a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/what-is-a-designated-safeguarding-lead\/\">Designated Safeguarding Lead<\/a>, and the student themselves.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-10608\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2016\/11\/A-teacher-supporting-a-student.jpg\" alt=\"A teacher speaking to a student in a school hall\" width=\"685\" height=\"295\" \/><\/p>\n<p><strong>4. Recognise when students are distressed.<\/strong><\/p>\n<p>Sometimes you may have to guess what\u2019s upsetting a student who\u2019s showing visible signs of distress. Without mentioning who in the room is being affected, it can be a good idea to introduce other perspectives if the conversation begins to get one-sided.<\/p>\n<p><strong>5. Respect that some students might want to remain silent.<\/strong><\/p>\n<p>Some issues are uncomfortable for some people. They might be worried about the views of their peers, or they could worry that hateful language and generalisations might be directed at them. If they choose to remain silent be sure to respect this.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-10641\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2016\/11\/Students-discussing-heated-issues-at-school.jpg\" alt=\"Students sat round a table discussing sensitive issues\" width=\"685\" height=\"295\" \/><\/p>\n<p><strong>6. Make use of The Five Minute Rule.<\/strong><\/p>\n<p>The <a href=\"https:\/\/cft.vanderbilt.edu\/guides-sub-pages\/difficult-dialogues\/#tools\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">Five Minute Rule<\/a> is an activity that allows students to explore marginalised, invisible or controversial views by trying to get into the mindset of a person who holds that view for five minutes.<\/p>\n<p>Students can ask for this exercise to be used or you can implement it at any time. The Five Minute Rule requires you to set a timer for five minutes. During this time, the group must refrain from criticising the perspective in question and try to get into the mindset of someone who believes it.<\/p>\n<p>You can prompt students using the following questions:<\/p>\n<ul>\n<li>What\u2019s interesting or helpful about this view?<\/li>\n<li>What are some intriguing features of this viewpoint?<\/li>\n<li>What would be different if you believed this perspective?<\/li>\n<li>Under what conditions might this idea seem truthful? Think social, cultural, economic conditions, etc.<\/li>\n<\/ul>\n<div class=\"tip__box\">\n<div class=\"tip__title__container\">\n<div class=\"tip__title__text\">\n<div class=\"tip__title__icon\"><img decoding=\"async\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2019\/11\/expert-tip-icon.png\" alt=\"expert icon\" \/><\/div>\n<h3>Need a Course?<\/h3>\n<\/div>\n<\/div>\n<p>Our <a href=\"https:\/\/www.highspeedtraining.co.uk\/courses\/safeguarding\/preventing-radicalisation-and-extremism-training\/\" target=\"_blank\" rel=\"noopener noreferrer\">Prevent Duty Training<\/a> gives you a clear and concise overview of the Prevent duty, with opportunities to apply your learning to case studies and scenarios. It also contains Choose Your Path content so that you can access the information that is most relevant to your role.<\/p>\n<\/div>\n<p><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/prevent-guidance-for-teachers\/\" target=\"_blank\" rel=\"noopener noreferrer\"><button>Download Our Full Prevent Guidance Pack For Teachers<\/button><\/a><\/p>\n<hr \/>\n<h3>Managing Difficult Conversations in the Classroom<\/h3>\n<p>If, during these activities, emotions seem to run high, or students become upset or angry, these results can still form part of their learning experience. Emotive responses lead to the recognition that debates on social issues should be handled with care, sensitivity and respect. It also teaches students to try remain objective, and that not everyone will agree with them \u2013 coming to terms with this is vital!<\/p>\n<p>Exploring these tensions in a carefully managed and structured way is essential.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-10695\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2016\/11\/Little-boy-feels-alone-in-the-playground.jpg\" alt=\"Little boy sat in the school playground alone and isolated\" width=\"685\" height=\"295\" \/><\/p>\n<p><strong>Ask students to leave emotions and beliefs at the door.<\/strong><\/p>\n<p>This isn\u2019t always possible.<\/p>\n<p>But you need to remember that no one makes a controversial comment without reasoning. Try to get students to adopt this attitude because it\u2019s much better to explore the thoughts, experiences, and conditioning behind a comment. Equally, trying to approach topics on an abstract level allows students to take a step away from themselves and consider the perspectives of others.<\/p>\n<p><strong>However, abstract reasoning doesn\u2019t mean that students should say insensitive, cold, cruel or unkind remarks \u2013 make this clear.<\/strong> Thinking in abstract terms is useful to allow students to perspective take and remain removed from <em>themselves<\/em>, not from others.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-10614\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2016\/11\/Managing-Conflict-1.jpg\" alt=\"Managing conflict in the classroom\" width=\"685\" height=\"295\" \/><\/p>\n<p><strong>Help students explore subtext.<\/strong><\/p>\n<p>Subtext refers to the ideas or hidden meanings underneath communication. Sometimes subtext expresses hidden meanings that are purposefully ambiguous \u2013 this device is often employed when expressing controversial ideas but not wanting to be pinned down for a controversial view. Body language, tone, and intonation are also a part of subtext.<\/p>\n<p>Sometimes, the subtext is visible to others but invisible to the person who said it. In these cases, it may be that the speaker isn\u2019t aware of the impact of their words.<\/p>\n<p>A common feature of controversial topics and social issues is that, for the people whom the issue does not apply to, they are unaware of the impact of their words and the hidden message within them. Someone who is unaware of their prejudices won\u2019t consider themselves racist, sexist, homophobic, etc. and it\u2019s possible that they won\u2019t understand the subtle impact of the language they\u2019re using.<\/p>\n<p>Being able to understand AND explain subtext in a clear way is a huge asset for students in their future relationships and in the world of business.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-10592\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2016\/11\/Prevent-Duty-Classroom-Discussions.jpg\" alt=\"Primary school children discuss heated topics in the school library\" width=\"685\" height=\"295\" \/><\/p>\n<hr \/>\n<h2>Keeping Your Head<\/h2>\n<p><strong>Recognise your biases. <\/strong>Everyone has biases; recognise what yours are, how they could be offensive and remain neutral.<\/p>\n<p><strong>Breathe. <\/strong>Monitor yourself if you know that the subject is something you feel strongly about.<\/p>\n<p><strong>Be a role model. <\/strong>Handle controversy how you want your students to because they\u2019ll look to you for guidance.<\/p>\n<p><strong>Keep some distance. <\/strong>Don&#8217;t get involved in the\u00a0debate. Your role is to facilitate students learning, to guide students, to introduce new arguments, and to remind students of the ground rules.<\/p>\n<p><strong>Prepare. <\/strong>If the issues that might come up are areas that you don\u2019t know a lot about, do your research. Is it an area with many misconceptions? Come armed with facts and statistics.<\/p>\n<p><strong>Be proactive. <\/strong>Stop the discussion if you need to and interrupt politely to provide guidance and structure if the conversation stops being useful.<\/p>\n<hr \/>\n<h3>Further Resources<\/h3>\n<ul>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/prevent-duty-quiz\/\" target=\"_blank\" rel=\"noopener noreferrer\">Test Your Prevent Knowledge<\/a><\/li>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/courses\/safeguarding\/preventing-radicalisation-and-extremism-training\/\" target=\"_blank\" rel=\"noopener noreferrer\">Prevent Duty Training<\/a><\/li>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/british-values-lesson-plan\/\" target=\"_blank\" rel=\"noopener noreferrer\">Fundamental British Values Ideas for Teachers<\/a><\/li>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/prevent-guidance-for-teachers\/\" target=\"_blank\" rel=\"noopener noreferrer\">Prevent Duty Guidance for Teachers: Free Resource Pack<\/a><\/li>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/a-guide-to-emojis-and-texting-abbreviations\/\">A Guide to Emojis and Texting Abbreviations<\/a><\/li>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/incel-culture-in-schools\/\">How to Tackle Incel Culture in Schools<\/a><\/li>\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/prevent-training-guidance-by-sector\/\">Prevent Duty Training: What Do I Need to Know?<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>This guide provides advice for educators on how to manage topics such as immigration, terrorism, war, religion and extremism in the classroom.<\/p>\n","protected":false},"author":54,"featured_media":10597,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[18],"tags":[81,75,80],"class_list":["post-10461","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-safeguarding","tag-education","tag-safeguarding-children","tag-teachers-and-parents"],"acf":{"schema_disabled":false,"schema_properties_FAQPage_question_answer":null,"schema_properties_HowTo_howto_tools":null,"schema_properties_HowTo_howto_supplies":null,"schema_properties_HowTo_howto_steps":null,"schema_properties_WebPage_cssSelector":null,"schema_sameAs_repeater":null,"schema_custom_json_repeater":null,"schema_custom_json_override":false},"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v19.5 (Yoast SEO v19.12) - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Controversial Topics in the Classroom | 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