In this episode of the Harvard EdCast, Soto-Shed offers strategies for navigating these challenges, such as focusing on critical thinking skills, connecting election topics to broader course themes, and presenting issues factually without heavy bias. Finally, he highlights the emotional and logistical challenges of post-election classroom discussions, particularly during highly contentious election cycles. See the full article/podcast here.
Starting Points and Suggestions: Planning Ahead for Pedagogical Strategies Post-Election (Created by Dharni Vasudevan, Whitney Hogan, & Katie Byrnes)
- Start with your “why”.
We encourage you to consider your own emotions and the range of feelings your students may be experiencing. Take some time to consider whether you would like to hold space in class and why. This may be different for each class you are teaching. What pedagogical philosophy/values or intentions are guiding your thinking? What are the likely influences of your decision on your classroom dynamic? [We ask you consider your “why” to help guide your “how” or “what you will do” (#3 below)]
a. Examples of why you might want to hold space:
You want to hold non-partisan space for students, particularly first time voters to process; the election process fits into your curriculum; you value your class being a place where students can process personal experiences and emotions; other…..
b. Examples of why you might not want to hold space:
You are uncomfortable and prefer not to facilitate this conversation; your curriculum has no connection to the election; you want your classroom to be an escape for students from what’s happening now; you may have students who do not vote in this country; you have not had to facilitate challenging dialogue in this class to date and are not ready to do so; other….
2. Before your scheduled class time:
To enable students to emotionally prepare for their day, you may consider emailing your class to let them know what to expect. Here is some text to consider:
a. If you decide not to hold space in class, here is an email script you can use or modify:
“Many of you may have voted for the first time in a presidential election and you are likely processing the results and what the impact of those results might be to you, your family and loved ones, domestically and globally. Given that everyone may be in a different space (or substitute or add in your own reasons), I want to let you know we will not be discussing the results of the elections during class time. Outside of class, there are many in-person opportunities for students to process the outcome of the elections. Examples include mindfulness sessions, community conversations, and supportive walk-in hours. Please look to Campus Groups for these available opportunities.”
b. If you decide to hold space in class, here is an email script you can use or modify:
“Many of you may have voted for the first time in a presidential election and you are likely processing the results and what the impact of those results might be to you, your family and loved ones, domestically and globally. Given that everyone may be in a different space (or substitute or add your own reasons) I want to give us time to touch base as a group. We will be holding space for the first X minutes of class time to pause and reflect individually and as a community. Before we begin, I will set up some guidelines for respectful listening and sharing. Please join the discussion or not at your comfort level and please know there is no pressure to participate. Outside of class, there are many in-person opportunities for students to process the outcome of the elections. Examples include mindfulness sessions, community conversations, and supportive walk-in hours. Please look to Campus Groups for these available opportunities.”
3. How and What: During your class period.
a. If you decide not to hold space in class.
You may have prepared your class for what to expect in class by email. Whether you have sent your class an email or not, we encourage you to say something in class. You may repeat what you said in the email or something else. In her 2016 essay, Jamilah Pitts (educator and writer) reminds us “don’t just say nothing; say exactly what you are feeling. That will mean more to your students than you may ever know.”
Based on research and the generous sharing of several of our colleagues’ approaches, we offer four steps for your consideration.
- First, name the event or circumstance.
- Second, acknowledge the range of emotions students (and you) may be feeling.
- Third, if you are comfortable, note the support you can provide (for example, you might let students know how they can access additional opportunities to review the material you will cover if they are feeling distressed, you might offer opportunities for extended deadlines, etc.).
- Fourth, direct students to further resources on campus (Student Affairs, Counseling), and if you are comfortable offer to talk one-on-one with any student to help them seek assistance from other resources for processing their thoughts and emotions.
b. If you decide to hold space in class.
We encourage you to prepare your class for this via email before the start of class. Here are some suggestions for in class time:
- Your why (#1) guides your “how and what.” For example, if election results and implications are connected to your curriculum, you will probably have learning goals connected to your design for class. You can reference those.
- If your intention is to hold space for X minutes for students to process, begin by setting the tone.
- Give students a minute to breathe, and then a few minutes to reflect in silence – what is true for them right now (journal or simply take time to think).
- Describe and share agreements/norms. Possible options include:
- Be as present as possible for ourselves and others. Minimize distractions.
- Speak our truths in ways that respect other people’s truths. Use “I” statements.
- Trust and learn from the silence.
- Seek to understand before we seek to be understood.
- When the going gets rough, turn to wonder.
- What is shared stays, what is learned leaves.
- Let your students know that you will hold the space for X minutes and then shift to coursework. Open the space for sharing, emphasizing there is no pressure to participate.
- To close the space: provide support to your students (for example, you might let students know how they can access additional opportunities to review the material you will cover if they are feeling distressed, you might offer opportunities for extended deadlines, etc.); direct students to further resources on campus (Student Affairs, Counseling); and if you are comfortable offer to talk one-on-one with any student to help them seek assistance from other resources for processing their thoughts and emotions.
4. Supporting yourself and your students moving forward:
Regardless of how you managed your classes after the election, students may seek you out for dialogue or support. It may be helpful to identify for yourself what support you are willing to provide and not provide. There are many ways to set boundaries including:
- Being clear that office hours are for class work review only
- Limiting the length of student appointments
- Only being willing to discuss non-class related materials at specific times, over meals, at the cafe, etc.
- Some good questions to ask students who seek out conversation and support are:
- “Who else in your life are you having these kinds of conversations with?”
- “I want to make sure you are connected to others on campus. Who else do you feel comfortable reaching out to?”
- “What can you do, today, to take care of yourself?”