Student Health Human Services Office of Human Relations

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Student Health & Human Services Office of Human Relations, Diversity & Equity April 2021

Student Health & Human Services Office of Human Relations, Diversity & Equity April 2021 Adapted from "10 Ways to Talk to Students About Sensitive Issues in the News" By Jinnie Spiegler https: //learning. blogs. nytimes. com/2012/03/23/10 -ways-to-talk-to-students-about-sensitive-issues-in-the-news/

THANK YOU We know how difficult some topics can be and what it takes

THANK YOU We know how difficult some topics can be and what it takes to hold courageous conversations. Thank you for being open and willing. We hope that this guideline helps.

Create 1. CREATE A SAFE, RESPECTFUL SUPPORTIVE TONE IN YOUR CLASS Remind Be •

Create 1. CREATE A SAFE, RESPECTFUL SUPPORTIVE TONE IN YOUR CLASS Remind Be • Create group norms • “no name-calling, ” “no interrupting, ” “listen without judgment, ” “share to your level of comfort, ” “you have the right to pass, ” etc. • Avoid stereotyping; no group is monolithic. When talking about a group of people, use the term “some” instead of “all. ”

While you may not know all the details, gather the key points about the

While you may not know all the details, gather the key points about the topic. 2. PREPARE YOURSELF Students may ask your opinion about the situation. Be neutral. As a District employees, we must maintain neutrality. Consider possible "triggers" for your students and know what resources to provide as needed.

Assess their prior knowledge in a variety of ways, whether creating a semantic web

Assess their prior knowledge in a variety of ways, whether creating a semantic web as a whole class and brainstorming associations with the topic, having them talk with a partner, or having them write in response to a prompt. If the topic is very delicate, you might ask them to write anonymously first, then use that writing to decide how to proceed in a later class. Identify how they learned the information (what source? )

Expand students’ inquiry so they move beyond the basics (who, what, when, where, why

Expand students’ inquiry so they move beyond the basics (who, what, when, where, why and when) and dig into deeper or “essential” questions. Ask how the issue affects the individual involved and how it affects society at large.

Help students make connections between the topic at hand their own lives. 5. MAKE

Help students make connections between the topic at hand their own lives. 5. MAKE CONNECTIO NS How does the issue affect them or their family, friends or community? Why should they care?

It is critical that students have a chance to find answers to their questions,

It is critical that students have a chance to find answers to their questions, conduct research, talk to people, and learn more in a way that makes the topic meaningful for them. 6. HAVE STUDENTS INVESTIGAT E AND LEARN MORE Help them to differentiate Facts v. Opinions Help them to identify differing political views or self-serving interests.

Encourage students to be open to different points of view. Consider an “opinion continuum”

Encourage students to be open to different points of view. Consider an “opinion continuum” exercise to indicate whether they “agree, ” “strongly agree, ” “disagree, ” “strongly disagree” or be “somewhere in between” or “not sure”. Dialogue aims for understanding, an enlargement of view, complicating one’s thinking and an openness to change. Criticize ideas not people.

8. BE RESPONSIVE TO FEELINGS AND VALUES Remind students about the norms Stay in

8. BE RESPONSIVE TO FEELINGS AND VALUES Remind students about the norms Stay in tune with the emotional temperature of the room. Inquire as to how students are feeling about the topic. Gage their tones, behaviors, and non-verbal behaviors. Allow students to not participate if the topic is overwhelming for them. Offer them a chance to pass.

Utilize parents and other family members as primary sources by having students interview them

Utilize parents and other family members as primary sources by having students interview them as part of their research. 9. MAKE HOME CONNECTIO NS Invite parents to let you know if there any sensitive issues for their family so you will be prepared.

If students feel strongly about the issue you’ve discussed, they may want to do

If students feel strongly about the issue you’ve discussed, they may want to do take action to address it. Pique their interest to expand their knowledge about the topic. It could involve a social action or community service project related to the issue. Perhaps, students could engage in letter writing, speaking at public hearings, raising money, participating in demonstrations or writing articles for a school or local newspaper.

§ Morningside Center for Teaching Social Responsibility § ADL – Family Conversations § Learning

§ Morningside Center for Teaching Social Responsibility § ADL – Family Conversations § Learning for Justice § Discovery Education – News and Current Events § NY Times, Room for Debate § Facing History and Ourselves