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Major Issues in Education: 20 Hot Topics (From Grade School to College)

By Publisher | Last Updated August 1, 2023

In America, issues in education are big topics of discussion, both in the news media and among the general public. The current education system is beset by a wide range of challenges, from cuts in government funding to changes in disciplinary policies—and much more. Everyone agrees that providing high-quality education for our citizens is a worthy ideal. However, there are many diverse viewpoints about how that should be accomplished. And that leads to highly charged debates, with passionate advocates on both sides.

Understanding education issues is important for students, parents, and taxpayers. By being well-informed, you can contribute valuable input to the discussion. You can also make better decisions about what causes you will support or what plans you will make for your future.

This article provides detailed information on many of today's most relevant primary, secondary, and post-secondary education issues. It also outlines four emerging trends that have the potential to shake up the education sector. You'll learn about:

• 13 major issues in education at the K-12 level
• 7 big issues in higher education
• 5 emerging trends in education

13 Major Issues in Education at the K-12 Level

1. Government funding for education

School funding is a primary concern when discussing current issues in education. The American public education system, which includes both primary and secondary schools, is primarily funded by tax revenues. For the 2021 school year, state and local governments provided over 89 percent of the funding for public K-12 schools. After the Great Recession, most states reduced their school funding. This reduction makes sense, considering most state funding is sourced from sales and income taxes, which tend to decrease during economic downturns.

However, many states are still giving schools less cash now than they did before the Great Recession. A 2022 article from the Center on Budget and Policy Priorities (CBPP) notes that K-12 education is set to receive the largest-ever one-time federal investment. However, the CBPP also predicts this historic funding might fall short due to pandemic-induced education costs. The formulas that states use to fund schools have come under fire in recent years and have even been the subjects of lawsuits. For example, in 2017, the Kansas Supreme Court ruled that the legislature's formula for financing schools was unconstitutional because it didn't adequately fund education.

Less funding means that smaller staff, fewer programs, and diminished resources for students are common school problems. In some cases, schools are unable to pay for essential maintenance. A 2021 report noted that close to a quarter of all U.S. public schools are in fair or poor condition and that 53 percent of schools need renovations and repairs. Plus, a 2021 survey discovered that teachers spent an average of $750 of their own money on classroom supplies.

The issue reached a tipping point in 2018, with teachers in Arizona, Colorado, and other states walking off the job to demand additional educational funding. Some of the protests resulted in modest funding increases, but many educators believe that more must be done.

2. School safety

Over the past several years, a string of high-profile mass shootings in U.S. schools have resulted in dozens of deaths and led to debates about the best ways to keep students safe. After 17 people were killed in a shooting at a high school in Parkland, Florida in 2018, 57 percent of teenagers said they were worried about the possibility of gun violence at their school.

Figuring out how to prevent such attacks and save students and school personnel's lives are problems faced by teachers all across America.

Former President Trump and other lawmakers suggested that allowing specially trained teachers and other school staff to carry concealed weapons would make schools safer. The idea was that adult volunteers who were already proficient with a firearm could undergo specialized training to deal with an active shooter situation until law enforcement could arrive. Proponents argued that armed staff could intervene to end the threat and save lives. Also, potential attackers might be less likely to target a school if they knew that the school's personnel were carrying weapons.

Critics argue that more guns in schools will lead to more accidents, injuries, and fear. They contend that there is scant evidence supporting the idea that armed school officials would effectively counter attacks. Some data suggests that the opposite may be true: An FBI analysis of active shooter situations between 2000 and 2013 noted that law enforcement personnel who engaged the shooter suffered casualties in 21 out of 45 incidents. And those were highly trained professionals whose primary purpose was to maintain law and order. It's highly unlikely that teachers, whose focus should be on educating children, would do any better in such situations.

According to the National Education Association (NEA), giving teachers guns is not the answer. In a March 2018 survey , 74 percent of NEA members opposed arming school personnel, and two-thirds said they would feel less safe at work if school staff were carrying guns. To counter gun violence in schools, the NEA supports measures like requiring universal background checks, preventing mentally ill people from purchasing guns, and banning assault weapons.

3. Disciplinary policies

Data from the U.S. Department of Education Office for Civil Rights in 2021 suggests that black students face disproportionately high rates of suspension and expulsion from school. For instance, in K-12 schools, black male students make up only 7.7 percent of enrollees but account for over 40% percent of suspensions. Many people believe some teachers apply the rules of discipline in a discriminatory way and contribute to what has been termed the "school-to-prison pipeline." That's because research has demonstrated that students who are suspended or expelled are significantly more likely to become involved with the juvenile justice system.

In 2014, the U.S. Department of Justice and the Department of Education issued guidelines for all public schools on developing disciplinary practices that reduce disparities and comply with federal civil rights laws. The guidelines urged schools to limit exclusionary disciplinary tactics such as suspension and expulsion. They also encourage the adoption of more positive interventions such as counseling and restorative justice strategies. In addition, the guidelines specified that schools could face a loss of federal funds if they carried out policies that had a disparate impact on some racial groups.

Opponents argue that banning suspensions and expulsions takes away valuable tools that teachers can use to combat student misbehavior. They maintain that as long as disciplinary policies are applied the same way to every student regardless of race, such policies are not discriminatory. One major 2014 study found that the racial disparities in school suspension rates could be explained by the students' prior behavior rather than by discriminatory tactics on the part of educators.

In 2018, the Federal Commission on School Safety (which was established in the wake of the school shootings in Parkland, Florida) was tasked with reviewing and possibly rescinding the 2014 guidelines. According to an Education Next survey taken shortly after the announced review, only 27 percent of Americans support federal policies that limit racial disparities in school discipline.

4. Technology in education

Technology in education is a powerful movement that is sweeping through schools nationwide. After all, today's students have grown up with digital technology and expect it to be part of their learning experience. But how much of a role should it play in education?

Proponents point out that educational technology offers the potential to engage students in more active learning, as evidenced in flipped classrooms . It can facilitate group collaboration and provide instant access to up-to-date resources. Teachers and instructors can integrate online surveys, interactive case studies, and relevant videos to offer content tailored to different learning styles. Indeed, students with special needs frequently rely on assistive technology to communicate and access course materials.

But there are downsides as well. For instance, technology can be a distraction. Some students tune out of lessons and spend time checking social media, playing games, or shopping online. One research study revealed that students who multitasked on laptops during class scored 11 percent lower on an exam that tested their knowledge of the lecture. Students who sat behind those multitaskers scored 17 percent lower. In the fall of 2017, University of Michigan professor Susan Dynarski cited such research as one of the main reasons she bans electronics in her classes.

More disturbingly, technology can pose a real threat to student privacy and security. The collection of sensitive student data by education technology companies can lead to serious problems. In 2017, a group called Dark Overlord hacked into school district servers in several states and obtained access to students' personal information, including counselor reports and medical records. The group used the data to threaten students and their families with physical violence.

5. Charter schools and voucher programs

School choice is definitely among the hot topics in education these days. Former U.S. Secretary of Education Betsy DeVos was a vocal supporter of various forms of parental choice, including charter schools and school vouchers.

Charter schools are funded through a combination of public and private money and operate independently of the public system. They have charters (i.e., contracts) with school districts, states, or private organizations. These charters outline the academic outcomes that the schools agree to achieve. Like mainstream public schools, charter schools cannot teach religion or charge tuition, and their students must complete standardized testing . However, charter schools are not limited to taking students in a certain geographic area. They have more autonomy to choose their teaching methods. Charter schools are also subject to less oversight and fewer regulations.

School vouchers are like coupons that allow parents to use public funds to send their child to the school of their choice, which can be private and may be either secular or religious. In many cases, vouchers are reserved for low-income students or students with disabilities.

Advocates argue that charter schools and school vouchers offer parents a greater range of educational options. Opponents say that they privatize education and siphon funding away from regular public schools that are already financially strapped. The 2018 Education Next survey found that 44 percent of the general public supports charter schools' expansion, while 35 percent oppose such a move. The same poll found that 54 percent of people support vouchers.

6. Common Core

The Common Core State Standards is a set of academic standards for math and language arts that specify what public school students are expected to learn by the end of each year from kindergarten through 12th grade. Developed in 2009, the standards were designed to promote equity among public K-12 students. All students would take standardized end-of-year tests and be held to the same internationally benchmarked standards. The idea was to institute a system that brought all schools up to the same level and allowed for comparison of student performance in different regions. Such standards would help all students with college and career readiness.

Some opponents see the standards as an unwelcome federal intrusion into state control of education. Others are critical of the way the standards were developed with little input from experienced educators. Many teachers argue that the standards result in inflexible lesson plans that allow for less creativity and fun in the learning process.

Some critics also take issue with the lack of accommodation for non-traditional learners. The Common Core prescribes standards for each grade level, but students with disabilities or language barriers often need more time to fully learn the material.

The vast majority of states adopted the Common Core State Standards when they were first introduced. Since then, more than a dozen states have either repealed the standards or revised them to align better with local needs. In many cases, the standards themselves have remained virtually the same but given a different name.

And a name can be significant. In the Education Next 2018 survey, a group of American adults was asked whether they supported common standards across states. About 61 percent replied that they did. But when another group was polled about Common Core specifically, only 45 percent said they supported it.

7. Standardized testing

During the No Child Left Behind (NCLB) years, schools—and teachers—were judged by how well students scored on such tests. Schools whose results weren't up to par faced intense scrutiny, and in some cases, state takeover or closure. Teachers' effectiveness was rated by how much improvement their students showed on standardized exams. The Every Student Succeeds Act (ESSA), which took effect in 2016, removed NCLB's most punitive aspects. Still, it maintained the requirement to test students every year in Grades 3 to 8, and once in high school.

But many critics say that rampant standardized testing is one of the biggest problems in education. They argue that the pressure to produce high test scores has resulted in a teach-to-the-test approach to instruction in which other non-tested subjects (such as art, music, and physical education) have been given short shrift to devote more time to test preparation. And they contend that policymakers overemphasize the meaning of standardized test results, which don't present a clear or complete picture of overall student learning.

8. Teacher salaries

According to 2021-22 data from the National Center for Education Statistics (NCES), in most states, teacher pay has decreased over the last several years. However, in some states average salaries went up. It's also important to note that public school teachers generally enjoy pensions and other benefits that make up a large share of their compensation.

But the growth in benefits has not been enough to balance out the overall low wages. An Economic Policy Institute report found that even after factoring in benefits, public-sector teachers faced a compensation penalty of 14.2 percent in 2021 relative to other college graduates.

9. The teaching of evolution

In the U.S., public school originated to spread religious ideals, but it has since become a strictly secular institution. And the debate over how to teach public school students about the origins of life has gone on for almost a century.

Today, Darwin's theory of evolution through natural selection is accepted by virtually the entire scientific community. However, it is still controversial among many Americans who maintain that living things were guided into existence. A pair of surveys from 2014 revealed that 98 percent of scientists aligned with the American Association for the Advancement of Science believed that humans evolved. But it also revealed that, overall, only 52 percent of American adults agreed.

Over the years, some states have outright banned teachers from discussing evolution in the classroom. Others have mandated that students be allowed to question the scientific soundness of evolution, or that equal time be given to consideration of the Judeo-Christian notion of divine creation (i.e., creationism).

Some people argue that the theory of intelligent design—which posits that the complexities of living things cannot be explained by natural selection and can best be explained as resulting from an intelligent cause—is a legitimate scientific theory that should be allowed in public school curricula. They say it differs from creationism because it doesn't necessarily ascribe life's design to a supernatural deity or supreme being.

Opponents contend that intelligent design is creationism in disguise. They think it should not be taught in public schools because it is religiously motivated and has no credible scientific basis. And the courts have consistently held that the teaching of creationism and intelligent design promotes religious beliefs and therefore violates the Constitution's prohibition against the government establishment of religion. Still, the debate continues.

10. Teacher tenure

Having tenure means that a teacher cannot be let go unless their school district demonstrates just cause. Many states grant tenure to public school teachers who have received satisfactory evaluations for a specified period of time (which ranges from one to five years, depending on the state). A few states do not grant tenure at all. And the issue has long been mired in controversy.

Proponents argue that tenure protects teachers from being dismissed for personal or political reasons, such as disagreeing with administrators or teaching contentious subjects such as evolution. Tenured educators can advocate for students without fear of reprisal. Supporters also say that tenure gives teachers the freedom to try innovative instruction methods to deliver more engaging educational experiences. Tenure also protects more experienced (and more expensive) teachers from being arbitrarily replaced with new graduates who earn lower salaries.

Critics contend that tenure makes it difficult to dismiss ineffectual teachers because going through the legal process of doing so is extremely costly and time-consuming. They say that tenure can encourage complacency since teachers' jobs are secure whether they exceed expectations or just do the bare minimum. Plus, while the granting of tenure often hinges on teacher evaluations, 2017 research found that, in practice, more than 99 percent of teachers receive ratings of satisfactory or better. Some administrators admit to being reluctant to give low ratings because of the time and effort required to document teachers' performance and provide support for improvement.

11. Bullying

Bullying continues to be a major issue in schools all across the U.S. According to a National Center for Education Statistics study , around 22 percent of students in Grades 6 through 12 reported having been bullied at school, or on their way to or from school, in 2019. That figure was down from 28 percent in 2009, but it is still far too high.

The same study revealed that over 22 percent of students reported being bullied once a day, and 6.3 percent reported experiencing bullying two to ten times in a day. In addition, the percentage of students who reported the bullying to an adult was over 45 percent in 2019.

But that still means that almost 60 percent of students are not reporting bullying. And that means children are suffering.

Bullied students experience a range of emotional, physical, and behavioral problems. They often feel angry, anxious, lonely, and helpless. They are frequently scared to go to school, leading them to suffer academically and develop a low sense of self-worth. They are also at greater risk of engaging in violent acts or suicidal behaviors.

Every state has anti-bullying legislation in place, and schools are expected to develop policies to address the problem. However, there are differences in how each state defines bullying and what procedures it mandates when bullying is reported. And only about one-third of states call for school districts to include provisions for support services such as counseling for students who are victims of bullying (or are bullies themselves).

12. Poverty

Student poverty is a growing problem. Data from the National Center for Education Statistics show that as of the 2019-2020 school year, low-income students comprised a majority (52 percent) of public school students in the U.S. That represented a significant increase from 2000-2001, when only 38 percent of students were considered low-income (meaning they qualified for free or discounted school lunches).

The numbers are truly alarming: In 39 states, at least 40 percent of public school enrollees were eligible to receive free or reduced-price lunches, and 22 of those states had student poverty rates of 50 percent or more.

Low-income students tend to perform worse in school than their more affluent peers. Studies have shown that family income strongly correlates to student achievement on standardized tests. That may be partly because parents with fewer financial resources generally can't afford tutoring and other enrichment experiences to boost student achievement. In addition, low-income children are much more likely to experience food instability, family turmoil, and other stressors that can negatively affect their academic success.

All of this means that teachers face instructional challenges that go beyond students' desires to learn.

13. Class size

According to NCES data , in the 2017-2018 school year, the average class size in U.S. public schools was 26.2 students at the elementary level and 23.3 students at the secondary level.

But anecdotal reports suggest that today, classrooms commonly have more than 30 students—sometimes as many as 40.

Conventional wisdom holds that smaller classes are beneficial to student learning. Teachers often argue that the size of a class greatly influences the quality of the instruction they are able to provide. Research from the National Education Policy Center in 2016 showed smaller classes improve student outcomes, particularly for early elementary, low-income, and minority students.

Many (but not all) states have regulations in place that impose limits on class sizes. However, those limits become increasingly difficult to maintain in an era of budget constraints. Reducing class sizes requires hiring more teachers and constructing new classrooms. Arguably, allowing class sizes to expand can enable districts to absorb funding cuts without making reductions to other programs such as art and physical education.

7 Big Issues in Higher Education

1. Student loan forgiveness

Here's how the American public education system works: Students attend primary and secondary school at no cost. They have the option of going on to post-secondary training (which, for most students, is not free). So with costs rising at both public and private institutions of higher learning, student loan debt is one of the most prominent issues in education today. Students who graduated from college in 2022 came out with an average debt load of $37,338. As a whole, Americans owe over $1.7 trillion in student loans.

Currently, students who have received certain federal student loans and are on income-driven repayment plans can qualify to have their remaining balance forgiven if they haven't repaid the loan in full after 20 to 25 years, depending on the plan. Additionally, the Public Service Loan Forgiveness (PSLF) program allows qualified borrowers who go into public service careers (such as teaching, government service, social work, or law enforcement) to have their student debt canceled after ten years.

However, potential changes are in the works. The Biden-Harris Administration is working to support students and make getting a post-secondary education more affordable. In 2022, the U.S. Department of Education provided more than $17 billion in loan relief to over 700,000 borrowers. Meanwhile, a growing number of Democrats are advocating for free college as an alternative to student loans.

2. Completion rates

The large number of students who begin post-secondary studies but do not graduate continues to be an issue. According to a National Student Clearinghouse Research Center report , the overall six-year college completion rate for the cohort entering college in 2015 was 62.2 percent. Around 58 percent of students completed a credential at the same institution where they started their studies, and about another 8 percent finished at a different institution.

Completion rates are increasing, but there is still concern over the significant percentage of college students who do not graduate. Almost 9 percent of students who began college in 2015 had still not completed a degree or certificate six years later. Over 22 percent of them had dropped out entirely.

Significant costs are associated with starting college but not completing it. Many students end up weighed down by debt, and those who do not complete their higher education are less able to repay loans. Plus, students miss out on formal credentials that could lead to higher earnings. Numbers from the Bureau of Labor Statistics show that in 2021 students who begin college but do not complete a degree have median weekly earnings of $899. By contrast, associate degree holders have median weekly wages of $963, and bachelor's degree recipients have median weekly earnings of $1,334.

Students leave college for many reasons, but chief among them is money. To mitigate that, some institutions have implemented small retention or completion grants. Such grants are for students who are close to graduating, have financial need, have used up all other sources of aid, owe a modest amount, and are at risk of dropping out due to lack of funds. One study found that around a third of the institutions who implemented such grants noted higher graduation rates among grant recipients.

3. Student mental health

Mental health challenges among students are a growing concern. A survey by the American College Health Association in the spring of 2019 found that over two-thirds of college students had experienced "overwhelming anxiety" within the previous 12 months. Almost 45 percent reported higher-than-average stress levels.

Anxiety, stress, and depression were the most common concerns among students who sought treatment. The 2021 report by the Center for Collegiate Mental Health (CCMH) noted the average number of appointments students needed has increased by 20 percent.

And some schools are struggling to keep up. A 2020 report found that the average student-to-clinician ratio on U.S. campuses was 1,411 to 1. So, in some cases, suffering students face long waits for treatment.

4. Sexual assault

The Bureau of Justice Statistics reports that more than 75 percent of sexual assaults are not reported to law enforcement, so the actual number of incidents could be much higher.

And the way that colleges and universities deal with sexual assault is undergoing changes. Title IX rules makes sure that complaints of sexual assault or harassment are taken seriously and ensuring the accused person is treated fairly.

Administrators were also required to adjudicate such cases based on a preponderance of evidence, meaning that they had to believe that it was more likely than not that an accused was guilty in order to proceed with disciplinary action. The "clear and convincing" evidentiary standard, which required that administrators be reasonably certain that sexual violence or harassment occurred, was deemed unacceptable.

Critics argued that the guidelines failed to respect the due process rights of those accused of sexual misconduct. Research has found that the frequency of false sexual assault allegations is between two and 10 percent.

In 2017, the Trump administration rescinded the Obama-era guidelines. The intent was to institute new regulations on how schools should handle sexual assault allegations. The changes went into effect on August 14, 2020, defining sexual harassment more narrowly and only requiring schools to investigate formal complaints about on-campus incidents officially filed with designated authorities, such as Title IX coordinators. The updated guidelines also allow schools to use the clear and convincing standard for conviction.

Victims' rights advocates were concerned this approach would deter victims from coming forward and hinder efforts to create safe learning environments.

The Biden administration is expected to release their proposed revisions to Title IX in October 2023 which could see many of the Trump administration changes rescinded.

5. Trigger warnings

The use of trigger warnings in academia is a highly contentious issue. Trigger warnings alert students that upcoming course material contains concepts or images that may invoke psychological or physiological reactions in people who have experienced trauma. Some college instructors provide such warnings before introducing films, texts, or other content involving things like violence or sexual abuse. The idea is to give students advance notice so that they can psychologically prepare themselves.

Some believe that trigger warnings are essential because they allow vulnerable people to prepare for and navigate difficult content. Having trigger warnings allows students with post-traumatic stress to decide whether they will engage with the material or find an alternative way to acquire the necessary information.

Critics argue that trigger warnings constrain free speech and academic freedom by discouraging the discussion of topics that might trigger distressing reactions in some students. They point out that college faculty already provide detailed course syllabi and that it's impossible to anticipate and acknowledge every potential trigger.

In 2015, NPR Ed surveyed more than 800 faculty members at higher education institutions across the U.S. and found that around half had given trigger warnings before bringing up potentially disturbing course material. Most did so on their own initiative, not in response to administrative policy or student requests. Few schools either mandate or prohibit trigger warnings. One notable exception is the University of Chicago, which in 2016 informed all incoming first-year students that it did not support such warnings.

6. College accreditation

In order to participate in federal student financial aid programs, institutions of higher education must be accredited by an agency that is recognized by the U.S. Department of Education. By law, accreditors must consider factors such as an institution's facilities, equipment, curricula, admission practices, faculty, and support services. The idea is to enforce an acceptable standard of quality.

But while federal regulations require accreditors to assess each institution's "success with respect to student achievement," they don't specify how to measure such achievement. Accreditors are free to define that for themselves. Unfortunately, some colleges with questionable practices, low graduation rates, and high student loan default rates continue to be accredited. Critics argue that accreditors are not doing enough to ensure that students receive good value for their money.

7. College rankings

Every year, prospective college students and their families turn to rankings like the ones produced by U.S. News & World Report to compare different institutions of higher education. Many people accept such rankings as authoritative without truly understanding how they are calculated or what they measure.

It's common for ranking organizations to refine their methodologies from year to year and change how they weigh various factors—which means it's possible for colleges to rise or fall in the rankings despite making no substantive changes to their programs or institutional policies. That makes it difficult to compare rankings from one year to the next, since things are often measured differently.

For colleges, a higher ranking can lead to more visibility, more qualified applicants, and more alumni donations (in short: more money). And the unfortunate reality is that some schools outright lie about test scores, graduation rates, or financial information in their quest to outrank their competitors.

Others take advantage of creative ways to game the system. For example, U.S. News looks at the test scores of incoming students at each institution, but it only looks at students who begin in the fall semester. One school instituted a program where students with lower test scores could spend their first semester in a foreign country and return to the school in the spring, thus excluding them from the U.S. News calculations.

Rankings do make useful information about U.S. colleges and universities available to all students and their families. But consumers should be cautious about blindly accepting such rankings as true measures of educational quality.

5 Emerging Trends in Education

1. Maker learning

The maker movement is rapidly gaining traction in K-12 schools across America. Maker learning is based on the idea that you will engage students in learning by encouraging interest-driven problem solving and hands-on activities (i.e., learning by doing). In collaborative spaces, students identify problems, dream up inventions, make prototypes, and keep tinkering until they develop something that makes sense. It's a do-it-yourself educational approach that focuses on iterative trial and error and views failure as an opportunity to refine and improve.

Maker education focuses on learning rather than teaching. Students follow their interests and test their own solutions. For example, that might mean creating a video game, building a rocket, designing historical costumes, or 3D-printing an irrigation system for a garden. It can involve high-tech equipment, but it doesn't have to. Repurposing whatever materials are on hand is an important ideal of the maker philosophy.

There is little hard data available on the maker trend. However, researchers at Rutgers University are currently studying the cognitive basis for maker education and investigating its connection to meaningful learning.

2. Moving away from letter grades

Many education advocates believe that the traditional student assessment models place too much emphasis on standardization and testing. They feel that traditional grading models do not sufficiently measure many of the most prized skills in the 21st-century workforce, such as problem-solving, self-advocacy, and creativity. As a result, a growing number of schools around the U.S. are replacing A-F letter grades with new assessment systems.

Formed in 2017, the Mastery Transcript Consortium is a group of more than 150 private high schools that have pledged to get rid of grade-based transcripts in favor of digital ones that provide qualitative descriptions of student learning as well as samples of student work. Some of the most famous private institutions in America have signed on, including Dalton and Phillips Exeter.

The no-more-grades movement is taking hold in public schools as well. Many states have enacted policies to encourage public schools to use something other than grades to assess students' abilities. It's part of a larger shift toward what's commonly known as mastery-based or competency-based learning, which strives to ensure that students become proficient in defined areas of skill.

Instead of letter grades, report cards may feature phrases like "partially meets the standard" or "exceeds the standard." Some schools also include portfolios, capstone projects, or other demonstrations of student learning.

But what happens when it's time to apply to college? It seems that even colleges and universities are getting on board. At least 85 higher education institutions across New England (including Dartmouth and Harvard) have said that students with competency-based transcripts will not be disadvantaged during the admission process.

3. The rise of micro-credentials

Micro-credentials, also known as digital badges or nanodegrees, are mini qualifications that demonstrate a student's knowledge or skills in a given area. Unlike traditional college degrees that require studying a range of different subjects over a multi-year span, micro-credentials are earned through short, targeted education focused on specific skills in particular fields. They tend to be inexpensive (sometimes even free) and are typically taken online.

Some post-secondary schools are developing micro-credentialing partnerships with third-party learning providers, while other schools offer such solutions on their own. A 2020 Campus Technology article stated 70 percent of higher education institutions offer some type of alternative credentialing.

Micro-credentials can serve as evidence that students have mastered particular skills, but the rigor and market worth of such credentials can vary significantly. Still, they are an increasingly popular way of unbundling content and providing it on demand.

4. Flipped classrooms

A growing number of schools are embracing the notion of flipped learning. It's an instructional approach that reverses the traditional model of the teacher giving a lecture in front of the class, then sending students home to work through assignments that enhance their understanding of the concepts. In flipped learning, students watch lecture videos or read relevant course content on their own before class. Class time is devoted to expanding on the material through group discussions and collaborative learning projects (i.e., doing what was traditionally meant as homework). The instructor is there to guide students when questions or problems arise.

Provided that all students have access to the appropriate technology and are motivated to prepare for each class session, flipped learning can bring a wide range of benefits. For example, it allows students to control their own learning by watching lecture videos at their own pace; they can pause, jot down questions, or re-watch parts they find confusing. The model also encourages students to learn from each other and explore subjects more deeply.

Flipped learning is becoming widespread in all education levels, but it is especially prevalent at the college level. In a 2017 survey , 61 percent of college faculty had used the flipped model in some or all of their classes and another 24% of instructors were considering trying it.

5. Social-emotional learning

There is a growing consensus that schools are responsible for fostering students' social and emotional development and their cognitive skills. Social-emotional learning (SEL) focuses on helping students develop the abilities to identify their strengths, manage their emotions, set goals, show empathy, make responsible decisions, and build and maintain healthy relationships. Research has shown that such skills play a key role in reducing anti-social behavior, boosting academic achievement, and improving long-term health.

Every state has developed SEL competencies at the preschool level. The number of states with such competencies for higher grades is growing.

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Four of the biggest problems facing education—and four trends that could make a difference

Eduardo velez bustillo, harry a. patrinos.

In 2022, we published, Lessons for the education sector from the COVID-19 pandemic , which was a follow up to,  Four Education Trends that Countries Everywhere Should Know About , which summarized views of education experts around the world on how to handle the most pressing issues facing the education sector then. We focused on neuroscience, the role of the private sector, education technology, inequality, and pedagogy.

Unfortunately, we think the four biggest problems facing education today in developing countries are the same ones we have identified in the last decades .

1. The learning crisis was made worse by COVID-19 school closures

Low quality instruction is a major constraint and prior to COVID-19, the learning poverty rate in low- and middle-income countries was 57% (6 out of 10 children could not read and understand basic texts by age 10). More dramatic is the case of Sub-Saharan Africa with a rate even higher at 86%. Several analyses show that the impact of the pandemic on student learning was significant, leaving students in low- and middle-income countries way behind in mathematics, reading and other subjects.  Some argue that learning poverty may be close to 70% after the pandemic , with a substantial long-term negative effect in future earnings. This generation could lose around $21 trillion in future salaries, with the vulnerable students affected the most.

2. Countries are not paying enough attention to early childhood care and education (ECCE)

At the pre-school level about two-thirds of countries do not have a proper legal framework to provide free and compulsory pre-primary education. According to UNESCO, only a minority of countries, mostly high-income, were making timely progress towards SDG4 benchmarks on early childhood indicators prior to the onset of COVID-19. And remember that ECCE is not only preparation for primary school. It can be the foundation for emotional wellbeing and learning throughout life; one of the best investments a country can make.

3. There is an inadequate supply of high-quality teachers

Low quality teaching is a huge problem and getting worse in many low- and middle-income countries.  In Sub-Saharan Africa, for example, the percentage of trained teachers fell from 84% in 2000 to 69% in 2019 . In addition, in many countries teachers are formally trained and as such qualified, but do not have the minimum pedagogical training. Globally, teachers for science, technology, engineering, and mathematics (STEM) subjects are the biggest shortfalls.

4. Decision-makers are not implementing evidence-based or pro-equity policies that guarantee solid foundations

It is difficult to understand the continued focus on non-evidence-based policies when there is so much that we know now about what works. Two factors contribute to this problem. One is the short tenure that top officials have when leading education systems. Examples of countries where ministers last less than one year on average are plentiful. The second and more worrisome deals with the fact that there is little attention given to empirical evidence when designing education policies.

To help improve on these four fronts, we see four supporting trends:

1. Neuroscience should be integrated into education policies

Policies considering neuroscience can help ensure that students get proper attention early to support brain development in the first 2-3 years of life. It can also help ensure that children learn to read at the proper age so that they will be able to acquire foundational skills to learn during the primary education cycle and from there on. Inputs like micronutrients, early child stimulation for gross and fine motor skills, speech and language and playing with other children before the age of three are cost-effective ways to get proper development. Early grade reading, using the pedagogical suggestion by the Early Grade Reading Assessment model, has improved learning outcomes in many low- and middle-income countries. We now have the tools to incorporate these advances into the teaching and learning system with AI , ChatGPT , MOOCs and online tutoring.

2. Reversing learning losses at home and at school

There is a real need to address the remaining and lingering losses due to school closures because of COVID-19.  Most students living in households with incomes under the poverty line in the developing world, roughly the bottom 80% in low-income countries and the bottom 50% in middle-income countries, do not have the minimum conditions to learn at home . These students do not have access to the internet, and, often, their parents or guardians do not have the necessary schooling level or the time to help them in their learning process. Connectivity for poor households is a priority. But learning continuity also requires the presence of an adult as a facilitator—a parent, guardian, instructor, or community worker assisting the student during the learning process while schools are closed or e-learning is used.

To recover from the negative impact of the pandemic, the school system will need to develop at the student level: (i) active and reflective learning; (ii) analytical and applied skills; (iii) strong self-esteem; (iv) attitudes supportive of cooperation and solidarity; and (v) a good knowledge of the curriculum areas. At the teacher (instructor, facilitator, parent) level, the system should aim to develop a new disposition toward the role of teacher as a guide and facilitator. And finally, the system also needs to increase parental involvement in the education of their children and be active part in the solution of the children’s problems. The Escuela Nueva Learning Circles or the Pratham Teaching at the Right Level (TaRL) are models that can be used.

3. Use of evidence to improve teaching and learning

We now know more about what works at scale to address the learning crisis. To help countries improve teaching and learning and make teaching an attractive profession, based on available empirical world-wide evidence , we need to improve its status, compensation policies and career progression structures; ensure pre-service education includes a strong practicum component so teachers are well equipped to transition and perform effectively in the classroom; and provide high-quality in-service professional development to ensure they keep teaching in an effective way. We also have the tools to address learning issues cost-effectively. The returns to schooling are high and increasing post-pandemic. But we also have the cost-benefit tools to make good decisions, and these suggest that structured pedagogy, teaching according to learning levels (with and without technology use) are proven effective and cost-effective .

4. The role of the private sector

When properly regulated the private sector can be an effective education provider, and it can help address the specific needs of countries. Most of the pedagogical models that have received international recognition come from the private sector. For example, the recipients of the Yidan Prize on education development are from the non-state sector experiences (Escuela Nueva, BRAC, edX, Pratham, CAMFED and New Education Initiative). In the context of the Artificial Intelligence movement, most of the tools that will revolutionize teaching and learning come from the private sector (i.e., big data, machine learning, electronic pedagogies like OER-Open Educational Resources, MOOCs, etc.). Around the world education technology start-ups are developing AI tools that may have a good potential to help improve quality of education .

After decades asking the same questions on how to improve the education systems of countries, we, finally, are finding answers that are very promising.  Governments need to be aware of this fact.

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Consultant, Education Sector, World Bank

Senior Adviser, Education

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Learn How to Support Stressed and Anxious Students.

110+ Controversial Debate Topics to Challenge Your Students

Don’t be surprised when the discussion gets heated…

It can be tempting to steer away from controversial debate topics in the classroom. But teaching students to discuss hot topics calmly and rationally is vital. Show them how to think critically about a subject, then use facts to support their point of view. These controversial topics can work well for classroom debates, persuasive essays , or fishbowl discussions .

Note: Each topic includes a link to an article from a reliable source that provides pros and/or cons to help kids make their arguments.

Education Controversial Debate Topics

Science and health controversial debate topics, civics controversial debate topics, social justice controversial debate topics, more controversial debate topics.

• Should students be required to wear school uniforms?
• Should schools eliminate dress codes?

• Are private schools better than public schools?
• Should schools be allowed to teach critical race theory?
• Are standardized tests effective?
• Should schools teach abstinence instead of sexual education?
• Should schools make condoms available to students?
• Is year-round school better for students?
• Should schools ban junk food?
• Are single-gender schools better for students?
• Is it ever OK to cheat on homework or a test?
• Should we make college free for everyone?
• Should we allow schools to ban books from their libraries?
• Does religion have a place in public schools?
• Should charter schools receive public school funds?
• Are school voucher systems a good idea?

• Is in-person school better than online school?
• Should schools have surveillance cameras in classrooms and hallways?
• Should schools install safe rooms in case of mass shootings or natural disasters?
• Should all teachers be armed in the classroom to help protect their students?
• Is it important for schools to provide mental health support to students?
• Should schools allow students to use phones during the school day?
• Is recess important at every grade level?
• Should we put equal value on vocational education and academics?
• Is homeschooling good for children?
• How much emphasis should school put on reading from the “canon” versus reading more contemporary voices?
• Should humans eat animals?
• Is it OK to keep animals in zoos?
• Should we completely ban cigarette smoking and vaping?

• Should we ban plastic bottles and bags?
• Is it worth it to spend money exploring space?
• Should vaccines be mandatory?
• Are GMOs more helpful than harmful?
• Is animal cloning ethical?
• Should human cloning be legal?
• Should we use stem cells from human embryos for scientific research?
• Is it better to provide drug addicts with treatment instead of punishment?
• Should we ban the use of fossil fuels?

• Should assisted suicide be legal?
• Will expanded use of artificial intelligence be good for humanity?
• Should all countries have to give up their nuclear weapons?
• Is universal government-sponsored healthcare a good idea?
• Should we ban testing on animals?
• Should net neutrality be mandatory for internet service providers?
• Is our society too reliant on technology?
• Can we truly do anything about human-caused global warming?
• Are electric vehicles better than gas-powered ones?
• Does our society have a harmful “diet culture”?
• Would taxing unhealthy foods help fight obesity?

• Can alternative energies replace fossil fuels?
• Is nurture more important than nature when raising a child?
• Should we lower the voting age to 16?
• Should we lower the drinking age to 18?
• Is democracy the best form of government?
• Should all Americans be required to vote?
• Should we raise the driving age to 18?

• Is a progressive income tax better than a flat tax?
• Should parents be punished legally for their children’s crimes?
• Should abortion be legal?
• Would it be better to appoint Supreme Court judges for fixed terms?
• Should people have to take a parenting class before having a child?
• Should we legalize marijuana at the federal level?
• Would it be better to legalize, tax, and regulate all drugs (including alcohol) instead of banning them?
• Should the United States implement a universal basic income?
• Should we redirect some or all police force funding to social services?
• Do gun safety laws infringe on the Second Amendment?
• Should we require people of all genders to register for the draft?
• Should anyone over 12 be tried as an adult in court?

• Is it right to require people to take drug tests before receiving government aid like welfare?
• Should we do away with gender-specific public bathrooms?
• Is the local minimum wage truly a living wage?
• Why haven’t we had a female U.S. president yet?
• Should men be allowed to make laws that affect women’s bodies?
• Should the government provide funding for public art programs?
• Are there any reasonable limits to freedom of speech?
• Is security more important than freedom?

• Should we abolish the death penalty?
• Is a strong middle class vital to the economy?
• Should we make the path to American citizenship easier?

• Is the American justice system inherently racist?
• Will stricter gun control laws help stop mass shootings?
• Is it logical to continue building a wall between the United States and Mexico?
• How much of a problem is ageism in our society?
• Should felons be allowed to vote after serving their time in prison?

• Does socioeconomic prejudice affect our society?
• Should we automatically deport illegal immigrants, regardless of how long they’ve been in the country?
• What is the role of media in fighting systemic racism?
• Does segregation still exist in the United States?
• Are white-collar jobs better than blue-collar jobs?
• Does religion do more harm than good?
• Will we ever achieve world peace?
• Should parents use their kids’ cell phones to track where they are?
• Should we let young children play contact sports like football?

• Are the prices of pharmaceutical drugs reasonable?
• Who should cover the medical costs of people without insurance?
• Is video gaming a sport?
• Should parents be allowed to pierce a baby’s ears?
• Should we ban all violent video games?
• Are beauty pageants sexist?
• Should kids get participation trophies for sports?

• Should there be a minimum age for owning a smartphone?
• Is it possible to be an ethical hunter?
• What is the best way to deal with homelessness?
• Was Russia justified in attacking Ukraine?
• Should both parents receive equal amounts of paid leave when they have or adopt a child?
• Are stereotypes ever right?
• Do people have a responsibility to step in when they see a crime in action?
• Are “Stand Your Ground” laws effective?
• Is there any benefit to teaching proper grammar and spelling, or should we allow language to be descriptive instead of prescriptive?
• What gives people true power in the United States?

• Is conflict necessary for change?
• Is war ever justified?

What controversial debate topics do you use with your students? Come share in the WeAreTeachers HELPLINE group on Facebook .

Plus, 35 strong persuasive writing examples (speeches, essays, ads, and more) ., you might also like.

125 High School Debate Topics To Challenge Every Student

Learn how to argue with logic instead of emotion. Continue Reading

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Watch for these conflicts over education in 2022

Assistant Professor of Education Policy and Data Visualization, University of Washington, Bothell

Professor of Social Work and Education, Loyola University Chicago

Disclosure statement

Joseph J. Ferrare has received funding from the National Science Foundation, Alfred P. Sloan Foundation, Spencer Foundation, and U.S. Department of Education's Institute of Education Sciences.

Kate Phillippo has received funding from the Spencer Foundation and the U.S. Department of Education.

University of Washington provides funding as a member of The Conversation US.

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At school board meetings across the country in 2021, parents engaged in physical altercations , shouted at school board members and threatened them as well .

These disagreements entered state politics, too, such as the 2021 Virginia governor’s race , which was largely shaped by conflicts over the how issues of race and racism are taught in the K-12 curriculum , and transgender student rights .

Our September 2021 article in Educational Policy explains that the short-term conflicts that generate media attention – such as about critical race theory across the nation – are part of long-standing ideological debates about education. These conflicts are about issues such as who deserves academic opportunity, what the parameters of public education are and whether schools and universities ought to promote a positive image of the U.S. or explore its shortcomings.

As researchers who study conflicts in education , we see clashes like these continuing into 2022.

1. Virtual education

In 2022, expect conflicts over virtual school offerings to intensify, especially as the omicron variant surges and as some states push toward vaccine mandates for all students. At stake is whether parents should have control over how public funds are spent on educating their children, and the potential effects of diverting those funds away from traditional public schools.

In fall 2021, U.S. school leaders largely shifted their services back to in-person instruction after shutdowns and remote instruction dominated the initial response to the coronavirus pandemic.

However, demand for home-schooling and virtual schooling has risen , as some parents discover that these forms of education offer greater flexibility in scheduling, control over curriculum and safety from the coronavirus. In Washington state, for example, enrollments in publicly funded virtual schools operated by for-profit companies have increased dramatically, such as Washington Virtual Academies, which expanded enrollments by an estimated 85% between the 2019-2020 and 2020-2021 school years. Similar trends happened in school districts across the country.

Enrollment data for the 2021-2022 school year are still emerging, but some school choice experts have argued that parental demand for virtual education is here to stay. However, in another research project, one of us found that students who switch to online schools experience substantial learning losses in reading and math during each of the three years after switching. That evidence has forced policymakers to consider greater regulation of online schools, even as more parents consider taking their children out of traditional public schools and putting them in virtual ones.

2. Affirmative action

Affirmative action and similar policies in college admissions have always generated controversy, and 2022 will likely be no different. This year, a case that began in 2014 will reach the U.S. Supreme Court. That case, Students for Fair Admissions vs. Harvard University , alleges that Harvard’s race-conscious admissions policies discriminate against Asian applicants.

The case has worked its way through the court system with a national roster of affluent plaintiffs . This group has filed multiple unsuccessful lawsuits across the U.S., including an October 2021 loss in a similar case over admissions at the University of North Carolina at Chapel Hill .

Similar lawsuits have also sprung up in San Francisco and Boston over school districts’ efforts to make access to academically selective public schools more representative of student populations. These suits reflect broader ideological tensions over who deserves a well-funded, elite education and the government’s responsibility to protect that access.

3. Teachers unions

In 2022, look to teachers unions to continue to assert themselves in the face of ongoing efforts by parent and advocacy groups to limit their power.

Over the past year teachers unions effectively negotiated the implementation of health safeguards against the spread of COVID-19 in Chicago , New York City and Los Angeles . These unions secured protective measures such as virtual instruction, priority vaccine access for teachers, medical and personal leave related to COVID-19, explicit metrics to determine when schools would close, district-provided personal protective equipment for teachers and classroom air filtration systems.

While the pandemic dominates union activity at present, and many unions have not negotiated significant concessions , these wins signal unions’ strategic and legal capacity to negotiate around issues such as compensation and working conditions. Given current shortages of qualified teachers , unions’ negotiation power may intensify.

4. Gifted programs

In 2022, gifted education may become a national debate. So far it has been prominent in New York City, but that may spread.

Mayor Eric Adams said he intends to keep gifted programs in place. Gifted programs offer accelerated learning opportunities for students who score at the top of their class on standardized tests. Critics, such as the School Diversity Advisory Group commissioned by former Mayor Bill de Blasio , argue that gifted programs segregate students by race, since research has shown that students of color are underrepresented in these programs.

In California, policymakers have unveiled a plan to address this issue by grouping students of different mathematical ability in the same classrooms until their junior year. Only then will students be able to select advanced math courses, such as calculus or statistics.

This move may revive the 1980s’ so-called “ tracking wars ,” an intense debate over whether students should be offered different levels of curriculum based on their test scores. As other states and districts consider overhauling their own gifted programs , these short-term conflicts will likely add energy to the existing national fight concerning what role the education system should play in addressing inequality in the United States.

In all of these conflicts, be prepared in 2022 for policy advocates to use both conventional and unconventional strategies to advance their efforts. Further, expect those advocates to include politically and economically powerful actors as well as those who rarely have a voice in policy conversations.

In our research, which spanned the years 2010 to 2020, we saw conventional conflict actions such as teacher strikes , community protests and lawsuits . However, we also saw the successful use of less common efforts to challenge local, state and federal education policy, such as canceled business investments , classroom sit-ins , a student hunger strike , school board recall votes , teacher panhandling , pointed valedictorian speeches and even college football players’ threat to walk out on scheduled revenue-generating games .

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The education culture war is raging. But for most parents, it's background noise

Anya Kamenetz

Math textbooks axed for their treatment of race; a viral Twitter account directing ire at LGBTQ teachers; a state law forbidding classroom discussion of sexual identity in younger grades; a board book for babies targeted as "pornographic." Lately it seems there's a new controversy erupting every day over how race, gender or history are tackled in public school classrooms.

But for most parents, these concerns seem to be far from top of mind. That's according to a new national poll by NPR and Ipsos . By wide margins – and regardless of their political affiliation – parents express satisfaction with their children's schools and what is being taught in them.

The nationally representative poll of 1,007 parents of school-aged children follows up on a similar survey NPR and Ipsos conducted about a year ago. In both polls, parents answered questions about the impact of the pandemic on their children, academically and socially, and about their schools' performance during this time.

The Coronavirus Crisis

Npr/ipsos poll: nearly one-third of parents may stick with remote learning.

This year's responses showed positive trends as the nation continues to recover from the worst of the pandemic. Compared to 2021, a growing margin of parents say their child is "ahead" when it comes to math, reading, social skills, and mental health and well-being. Fewer parents say their child is "behind" in those areas. In fact, in 2022, almost half of parents, 47%, agree with the statement: "the pandemic has not disrupted my child's education." That's up from 38% in 2021, and is a view at odds with that of most education researchers, who see big disruptions in indicators like test scores , college attendance , and preschool enrollment .

Education is a concern, but most parents say their own kids' school is doing well

For decades, voters have expressed concern in polls about the state of K-12 education in the U.S. But when you zoom in closer, parents seem to like their own kids' school , and they like their kids' teachers even more.

That's true in the NPR/Ipsos poll as well. Parents named education as their top concern after inflation and crime/gun violence.

However, 88% of respondents agree "my child's teacher(s) have done the best they could, given the circumstances around the pandemic." And 82% agree "my child's school has handled the pandemic well."

Parents feel well-informed about curricula, even when there's controversy

That satisfaction extends to hot-button topics. In the poll, 76% of respondents agree that "my child's school does a good job keeping me informed about the curriculum, including potentially controversial topics."

"It really is a pretty vocal minority that is hyper-focused on parental rights and decisions around curriculum," observes Mallory Newall of Ipsos, which conducted the poll.

Just 18% of parents say their child's school taught about gender and sexuality in a way that clashed with their family's values; just 19% say the same about race and racism; and just 14% feel that way about U.S. history.

Christine, a mother in Wisconsin who participated in the poll, is a member of that vocal minority. She asked not to use her last name because she says she's afraid of her child being retaliated against.

Christine, who is white, says her son's teacher has made "snarky comments about white privilege. " She also doesn't approve of her son, who is in high school, being asked what pronouns he prefers to use. Switching to a different school or district would be tough for their family, so, Christine says, "hopefully we can do enough countereducation at home to have it not be detrimental to [his] growth and development."

There is a striking lack of partisan divides in the poll responses

As a pollster, Newall at Ipsos says big partisan divides are "all I see on every topic right now." She was struck by the relative lack of them in this poll.

Christine is the type of discontented parent who's most often reflected in the headlines: a cultural conservative. Yet in our poll, the minority of parents who were unhappy with how their school tackled racism and U.S. history were just as likely to identify as Democrats as Republicans. In other words: For every parent who thinks their child's school is too "woke," there may be one who thinks it isn't woke enough.

Jim Ondelacy is a Native American and a Democrat living in North Richland Hills, Texas, outside Fort Worth. He wishes his son's high school went more in depth and taught more about the nation's history of racism and oppression.

Book bans and the threat of censorship rev up political activism in the suburbs

"It's more of a water-down effect ... [the teachers] kind of whitewash the way that history is taught to their kids," he says.

He wants the school to teach about the French and Indian Wars, the Spanish-American War, and about slavery during the Revolutionary War.

"They understand what's happening with Black Lives Matter ... but they don't really understand where it came from and how it started," he says.

The most partisan issue in our poll was gender and sexuality, but still only a minority expressed any concerns. Republicans are closely divided: 26% say schools are not teaching about gender and sexuality in a way that matches their family's values, while 22% say schools are (the remainder don't know or say schools aren't addressing those topics).

Among Democrats, a third agree with their school's approach to gender and sexuality, while only 11% disagree.

Taryn Chatel, in Belmont, Mich., is the mother of a kindergartner, and has a family friend who is transgender. She's hoping the school will introduce the idea of gender diversity, so it's not all on her as a parent. "I really hope the district can get behind a way of implementing this," she says.

The silent majority of parents is unconcerned

Republican governors like Ron DeSantis in Florida and Glenn Youngkin in Virginia have helped make parents' rights into a major political talking point , and Republican-aligned groups like No Left Turn In Education and Parents Defending Education have continuously pushed these issues into the spotlight.

Ralph Wilson , a researcher who studies how partisan donors back the culture war, says these groups imply that they represent a silent majority of conservative-leaning parents. But that's not necessarily the case, he says.

"It's definitely an incredibly small minority that's being amplified with this large, well-funded infrastructure to appear larger and to appear to have more well-founded concerns than they do."

In fact, in our poll, about a third of parents say they "don't know" how their child's school addresses sexuality, gender identity, racism or patriotism. That's far more than the percentage who express any problem – in some cases, twice as many.

Carmen Shipley, in Grand Junction, Colo., says she "picks her battles" when it comes to her daughter's high school.

"I know there's been some controversy ... but I don't honestly pay much attention to that, as much as some others here."

She and her neighbors tend toward the conservative, and the local school board does as well, so she feels like everyone's on the same page. "I have no issues with any of her teachers ... I'm fairly comfortable with all of that."

Besides, she says, her top priority isn't the culture wars; it's making sure her daughter stays engaged with her studies and is prepared for college.

Taylor Jennings-Brown contributed to this report.

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Banned Books, Censored Topics: Teaching About the Battle Over What Students Should Learn

Suggestions for using recent Times and Learning Network articles, videos, podcasts, student forums and more.

By Katherine Schulten

Parents, activists, school board officials and lawmakers are challenging books at a pace not seen in decades. At the same time, schools are mired in debates over what students should learn about in U.S. history. In the last two years, dozens of state legislatures introduced bills that would limit what teachers can say about race, gender, sexuality and inequality.

All of this is part of a larger debate over politics in public school education. Across the United States, parents have demanded more oversight over curriculums, and school board meetings have erupted into fiery discussions.

How much do your students know and understand about these battles? To what extent have they affected your community, school and students? Why do they matter?

Below, we have collected articles, podcasts, videos and essays, from both The Times and other sources, that can help students think about these issues, and consider what they can do in response. We have also linked to our own related lesson plans, as well as to our Student Opinion forums , where your students are invited to join young people around the world to discuss their opinions.

And though we are publishing this collection during Banned Books Week , these issues are relevant far beyond one week in September. With the approach of midterm elections, for example, challenges to books and the conflicts that surround them are only likely to escalate. And, of course, all of these battles raise deeper questions about education, democracy and citizenship. We hope your students will find something in this collection that will engage them.

What’s happening right now and why?

True or False?

Attempts to ban books in the United States surged in 2021 to the highest level since the American Library Association began tracking book challenges 20 years ago.

The top 10 most-targeted books last year were all classics like “To Kill a Mockingbird” and “Adventures of Huckleberry Finn.”

Polls show a majority of Americans support banning books.

Police reports have been filed this year against library staff over the books on their shelves.

A Florida law limits teaching on race and racism, including prohibiting instruction that would compel students to feel responsibility, guilt or anguish for what other members of their race did in the past.

(Answers: True ; False ; False ; True ; True )

How would your students do on that quiz? Invite them to brainstorm what they know — or think they know — about book bans and curriculum challenges around the country. As they work, ask them to be as specific as possible: Which books and topics have come under scrutiny? Why? They can also compile a list of the questions they have about these bans and challenges.

Depending on the time you have to devote, here are several ways to provide an overview:

Watch the video embedded above, from PBS News Hour.

Read this New York Times that summarizes the issue from September 2022: “ Attempts to Ban Books Are Accelerating and Becoming More Divisive .”

Use some of the statistics, charts, summaries and more in this comprehensive report from Pen America, “ Banned in the USA: The Growing Movement to Censor Books in Schools .”

Or, to understand the implications of these battles through the story of one small town, read or listen to an article from The Times Magazine, “ How Book Bans Turned a Texas Town Upside Down .”

Finally, if your students are ready, they can join young people around the world to post their thoughts in our Student Opinion forum that asks, What Is Your Reaction to the Growing Fight Over What Young People Can Read? You can also have them read and react to a selection of student comments responding to that prompt . (Or, they can view the answers students gave in 2019 to our question, Have You Ever Read a Book You Weren’t Supposed to Read? or to our 2017 question, Are There Books That Should Be Banned From Your School Library? )

Where do your students stand?

A December 2021 lesson plan, written in response to the Times article “ In Texas, a Battle Over What Can Be Taught, and What Books Can Be Read ,” includes an exercise in which students are given a series of statements adapted from the article and asked to decide to what extent they agree or disagree with them. Here are some of them:

Public schools are where a society transmits values and beliefs, so it makes sense that in this fraught and deeply divided time these kinds of arguments are happening.

Books or topics that make students feel discomfort, guilt or anguish because of race, gender or sexuality should not be taught in school.

Understanding our country’s history — including failures to live up to the promises of democracy — is an important part of education.

Teachers should explore contentious subjects in a manner free from political bias.

Lawmakers, politicians and parents should be able to tell teachers which books, articles, videos and other materials they are allowed to use in their classrooms.

It is the responsibility of schools to prepare students emotionally and intellectually with a diversity of voices, including some that challenge dominant historical and literary narratives.

Depending on your students’ background knowledge, the sensitivity of these issues in your community, and other considerations, you might do a similar exercise, either with these statements or with others.

You might distribute the statements to students and have them determine individually to what extent they “strongly agree,” “agree,” “disagree,” “strongly disagree” or are neutral or unsure. If you want them to turn these answers in to you, you might allow students to be anonymous. Or, if your class is ready to discuss these topics as a group, you can use the statements as a “ Four Corners ” exercise; as a “ Big Paper ” silent conversation in writing; or as prompts for partner, small group or whole-class discussions.

We are suggesting this exercise here as a kind of “warm-up” to deeper conversations, but it could also be used after your students have delved into any of the topics below.

What should we read in English class?

Listen to ‘The Argument’: What Should High Schoolers Read?

Kaitlyn greenidge and esau mccaulley on why america’s schools can’t get on the same page about required reading lists..

It’s “The Argument.” I’m Jane Coaston.

What should high schoolers read? It seems like a simple question, but it’s not. Book bans are at a historic high. Recently, the free-speech group, PEN America, has recorded more than 1,500 examples of books being banned to remove from schools. This isn’t new, exactly. There have been debates over “The Adventures of Huckleberry Finn” or “To Kill a Mockingbird.” But now, contemporary books like “Gender Queer,” by Maia Kobabe, and “The Hate U Give,” by Angie Thomas, are under scrutiny too.

What students can access at school matters. To me, English class is one of the few spaces we have left where students are forced to wrestle with big ideas, especially with people who disagree with them. So today, I want to get into what we’re really talking about when we debate high school reading. What ideas and experiences are we saying are OK, or not, to teach in the classroom? My guests today are Kaitlyn Greenidge and Esau McCaulley. Kaitlyn is a contributing opinion writer and the author of two novels, including “Libertie.” She’s helped design English curriculum for schools and taught writing for nearly 15 years. Esau is also a contributing opinion writer and a professor at Wheaton College. He’s the author of “Reading While Black: African-American Biblical Interpretation as an Exercise in Hope.”

Hi Kaitlyn. Hi, Esau.

Thank you so much for joining me to talk about school. It’s funny, you know, when I graduated from high school, I was like, great, never have to talk about school again, never have to wake up at 6:30 in the morning again. Here we are.

So I thought it would be helpful to start out the conversation with a throwback question just to get us grounded. Kaitlyn, what was high school English class like for you?

Oh, that’s a great question. So I went to a really tiny high school in Boston where there’s only, like, 30 people in each class — in each grade, I should say. So it was sort of like college-seminar style. We all sat around a really big, grand table and what we read was very traditional, kind of like the great 19th-century novels.

Every term we read at least one Shakespeare play. And when you started in the school, every single person had to read the “Odyssey” over the summer. And then, the first semester you were there you were just talking about the “Odyssey.” So that was what high school English was like.

Wow. Esau, what was high school English class like for you?

I went to a school that was a lot bigger. It had about a thousand students in it. It was inner city, which is often code for Black. It was like a Black high school in Huntsville, Alabama. And so I went into Advanced English, mostly because I wanted to have some space to discuss things. And in some ways, it was similar.

I had two English teachers. One was a Black English teacher. And then, later, I had a white English teacher. And the Black English teacher really focused on our ability to read well, to write well and to argue well. And the same thing with the white teacher, but the Black teacher made it almost like a point of racial pride that you will read and write well for the people.

And so I remember English as a place where I fell in love with reading and ideas. And we read some of the traditional stuff as well. And we read Shakespeare, but I think we also squeezed in some Black novels here and there.

So I went to an all-girls private school in Cincinnati, Ohio. It’s a Catholic school, which in Cincinnati, which is very Catholic city, is very common. I went to Ursuline Academy. Go Lions. And I remember being — it’s an all-girls school, so every other girl in my class loved “Pride and Prejudice.” And I loved “Catch-22.” And I was like, we are not the same.

But I actually never had a Black teacher while I was in high school. It was a majority white high school. I grew up having access to all of my parents’ books. My dad is a retired librarian. So I just read all the time, and my dad brought home books all the time.

But we’re going to be talking about what kinds of books we think should be taught in the classroom. And I think my perspective is very, like, teach them all, teach everything. But I want to give some context to where we’re each coming from. So let’s start with this. What do you think is the goal of high school English class? Kaitlyn, do you want to start?

Sure. I mean, I think the goal of high school English is, number one, learning how to read a text, learning how to distinguish in a text between different figures of speech. You know, I taught writing to this age group, to high school students, off and on for about 15 years. I was like a creative writing instructor in various modes in Boston and New York. And I also used to write curriculum for a for-profit company for a number of years.

And through my work as a novelist, I often get asked to go to a lot of classrooms and interact with a lot of high school students around texts. And so I think, particularly in this moment, the most important thing is sort of, number one, learning how to read a text and understanding different modes of communication. So what’s the difference between hyperbole versus what is being used in metaphorical language versus literal language? All those things that —

What is satire?

What is satire.

Which seems to be something we fail at all the time.

Right, right, what is satire. All these modes of address that are used interchangeably throughout our culture constantly, throughout different forms constantly, that many people sort of maybe have heard the word of and think they understand, but most of us are using either incorrectly or misunderstanding. And I think that’s a really important skill that I see people who have PhDs who don’t seem to be able to do that.

So, to me, it’s a really important issue because I think it decides so much of our public discourse. When you lose those abilities, when you lose that tendency, all else is lost. You can’t really have conversations. And you especially can’t have conversations across class lines, across race lines, across gender lines, if you don’t have those skills.

I mean, that’s one of the amazing things about American culture is all of our subcultures that have these particular languages and ways of speaking. And if you don’t have the ability to even just appreciate that that’s a fact, you are going to have a really hard time moving forward in this country.

Right. Can you give me an example of when you’ve seen, as you mentioned, people with PhDs, failing to close read?

Well, in that instance, I think it’s probably, for me, I think the thing that pops into my mind right now is the continual denigration of a word like woke, which Black people keep saying, like, this is the history of where this word came from. This is why we came up with this word. This is why we came up with this language around this word to describe a very particular experience of living in America that we have tracked since we’ve been here, that’s been a part of our literary tradition since we’ve been here.

And we also know, knowing that tradition, that it is also a tradition for white dominant cultures to come in and to corrupt our language and to turn it into something else. And that’s what’s happening here.

But that word is very seductive for a very large portion of white America to just sort of throw everywhere.

And so I think the arguments or the conversation you could have around what do you actually mean when you’re saying that word would be — I don’t think they’d be easier, but they would be — we could maybe have a little bit more traction if people had the ability to understand and talk about figurative language, the uses of language, how people have used language both as resistance and as self-determination.

And I think if you can talk about texts, and if teachers can have the ability and freedom to talk about texts in those sorts of ways, students can be prepared when they enter into the larger world to enter into these discussions in actually intelligent ways.

Esau, what do you think is the goal of high school English?

I think that she did a great job of capturing the discussion of the skills necessary and how those things are going to help you in life. But I want to speak a little bit about what I think texts do and how a text changed my life. When I think of reading a work, it’s like I’m entering into the narrative world of the writer. And normally, the writer has something to say about life, what it means to be human, about love, about joy, about sorrow.

And I think that great fiction writers and great fiction are driven by this question about making sense of the world. And so I think a good English class — this may be overly simplistic — it’s to get our students to lift their head above the question of how can I make the most money or acquire the most things, to ask the deeper questions of meaning.

And as a teacher — and I taught high school and I teach in college now — the hardest thing to do is to get the student to think. And so great literature and great English class just makes the students engage. It overcomes that cynicism. Cynicism, I think, is a manifestation of insecurity because you’re afraid to care. And if you care and you fail, then you hurt.

And so I think that the goal of good English is to get the students to think. Every time I read a book or I read an article, I’m opening myself up to someone who thinks differently than me, who can better inform how I live and move and breathe.

I think that’s really important. And I just want to add, the reason why great literature is great literature is because it’s often about people who hold vast contradictions in themselves, in which there are no easy answers, in which there is no real clear resolution, in which whenever you come back to that text, you find new questions to ask yourself. You know, there’s that famous James Baldwin quote, art is supposed to be asking you sort of continual questions.

And so I think probably for many people who have bad experiences in English classes, it’s because your teacher, or your curriculum, or your school is ignoring all those things. And it’s sort of treating literature as a moral high ground or treating literature as a place where you can’t have those questions, or you can’t dissent, or you can’t say I hate this book because it does X. I think those are probably the places where most people, when you ask them what book did you hate reading in high school, and everybody is sort of like, I hated “Catcher in the Rye” because I was the only person who understood Holden wasn’t an a-hole or whatever. Which you’re like —

Holden Caulfield was a giant jerk.

And I feel as if —

— we don’t talk about that enough.

But that’s the whole point of the book, right? The whole point of the book is, he’s a 13-year-old, or however he’s supposed to be year-old, a-hole who’s grown up rich and privileged. The author knows that.

They know that when they put that on the page. And so I think it’s a detriment to how that book is taught that so many people feel like that’s somehow a new revelation that nobody has talked about before, when, hopefully, a teacher teaches that book as like, this guy is an a-hole. We’re going to read about him. He’s going to piss you off. And we’re going to talk about how the author made that happen on the page and what are the things that are making you mad about this character. And then, hopefully, the next level is, you’re all the same age as this character, so what are the things that this character is doing that’s similar to what you are doing right now —

— that you may not particularly be happy or proud about in your own life. That, to me, is the entry point into a novel or getting a teenager into talking about a book. So then you can talk about those bigger things like metaphor, like imagery, like what is Salinger doing here on this page when he’s doing — like, that’s the entry conversation that you have into that book, to be able to have that higher-level conversation about how a book actually is built and operates.

Right. And I think that that gets to the conversation that we’re having about English class as a place to learn critical thinking skills, even about yourself, to think critically about yourself and the role that you play in the world, versus English class as a place to think about the big questions, which I kind of think it’s both.

And I remember my own experience with English class. And I think one of the most useful parts was being exposed to some of the classics because I felt as if I was connected to everyone else had ever read those books. Especially when we have so many different experiences of living in the same country, these books give us something to share and a common language to have.

And I think that that gets actually at why these conversations about what kids read in school are as contentious as they are. But I also think that the debates that we have about what we read in English class are actually debates about what kinds of communal values we hold as a country. What do you think, Kaitlyn?

I think that’s true. I think when you’re talking about what we should read in English class, you’re really talking about how to make a common language for people to talk across. And if we are such a diverse nation racially, economically, culturally, regionally, there has to be some sort of touchstone for people to be able to have common ways to talk about the human experience and to talk about themselves.

And a very good curriculum would do that, would have books sort of across the spectrum and books by people across time and across different cultures. Because I think what often tends to happen, too, is when we say we want books with big universal themes, a lot of times people interpret that to mean books in which Black people and people of color are not present because we are not universal. Our experiences are somehow not universal, right?

So, like, Jane Austen is universal. Toni Cade Bambara is not, right? That’s kind of the distinction that people make. And I think that when we say we want sort of like a big universal curriculum, we have to be really specific about what that means. And for me, the universality comes from taking texts from all of these different cultures and comparing texts across cultures to find a common denominator. I understand why we had to read the “Odyssey” in ninth grade. I’m grateful for it. I think it was very helpful. I also think it would have been really helpful to read alongside it epics from Mali and from precolonial India and other places to be able to understand the epic tradition. I think that would have been a more interesting class.

The Western canon was created before Black people got a vote. And after it was established, as society has progressed, we’ve tried to sneak in the occasional Black author. And now Zora Neale Hurston is often included there. Toni Morrison is often included there. But it’s a corrective. It’s almost like there’s not enough space because so much of the space was taken up before they really considered other voices.

And so I do I believe that we need to reconsider who and what makes up a common language, which seems to be impossible right now in a country that seems to be ripping itself apart around identity issues.

But I also want to say that there’s something to be said about the limits of something like a universal canon. So I think that it might be important, if I’m in the South, where I grew up, I might have two or three extra books about what it means to be in that region of the country, and literature that is distinctly Southern.

So I think there might needs to be a universal — like a shared canon with some kind of regional emphases. And I would also suggest that it is not so much that we all have read the same books, but if we could kind use our regional literature as a way of asking these questions, and then we’re bringing out people who have more empathy. Like, everybody can read the same books and come out equally racist or sexist, right?

Right. I’m always struck by how we talk about the canon. And I’m so glad that you brought that up. I am attracted to the idea that there is a set of texts that is so universally important and also so universally applicable that everyone should read them, even just to understand what we’re all talking about.

I talk all the time about how I think that reading religious texts as literature — Esau, you’ll get this — that there are times in which I make what I believe to be bog-standard biblical references, and people just have no idea what I’m talking about. And I’m just like, you know, like, the Prodigal Son.

Yeah, like, anyway, he left. It’s fine. But I’m curious, Esau, how do you define the canon, such as it exists?

Oh, man, I’m going to have to leave that statement that you tossed out about reading biblical text to the side because there’s probably no other thing plaguing America more than our poor reading of our religious texts, which is an issue for another day.

I would define that canon as those books that, by their very merit, stick with us. And we have to ask the question, why do we keep reading Tolstoy? And I think we keep reading Tolstoy because he’s amazing. And so part of it is something about quality. But there’s also times where books, they so much capture a moment in time and in history that you can’t talk about that portion of American life or world history without them.

So I think that the canon is those books.

And I don’t so much begrudge the — I call it the pre-integration canon, like the white canon that was constructed and given to students with little regard to Black people, except for the fact that we did not reconsider that, as a community, when we came of age. In other words, it was a settled group of texts to which you could then add a few Black voices here and there and then a few Latino voices here and there. But I think that we really need to step back and say, OK, now that we recognize that this was rooted in a hierarchy in which white culture is at the top and Black culture is at the bottom, what is our new understanding of what is valuable, and what are some of those books that we thought that we had to read that could actually be captured just as well by authors from other cultures?

I would also just add to that, books are not created in a vacuum. They’re written in the historical tensions of the times that they were written. So I think, even if you were to say we’re going to just stick with the Western canon that was created pre-integration or whatever, you can teach those books by talking about what is in them and what has been left out.

So you can teach “Persuasion” and point out that, when it was being written, there’s a whole question in the larger British empire of what’s going to happen around slavery and emancipation and the intense wealth that came from slavery for many of these characters. And that’s the subtext of all these questions about who’s getting married or whatever. They’re really talking about who’s transferring blood money from place to place.

What if we talked about “Persuasion” in that sort of way, and how everybody who is a part of that culture knows that that’s where the money is coming from? And how does that affect people’s sort of like interior lives, or doesn’t it affect their interior lives? I would make the argument that that’s perhaps where a lot of the emotional construction comes from in those cultures, is knowing that you can’t actually name sort of the great terror that is propping up your whole life.

That’s me as a novelist going off and way, way psychoanalyzing. But there’s a way where you could make that argument around those texts. And I keep thinking about there was the terrible shooting at the supermarket in Buffalo. And the shooter was talking about the Great Replacement theory. And at first, the sort of thing was like, this is such a fringe theory, fringe theory. And you know, you have to point out, they talk about the great replacement theory in “The Great Gatsby.” That is a important subplot of “The Great Gatsby,” that Daisy’s husband is a white supremacist, is afraid that white people are dying off.

So like, why aren’t we talking about that in those texts? That doesn’t have to be the sole discussion you have about “The Great Gatsby.” But that’s a really important point to talk about, that that was sort of like the milieu that this book was written in, and that fear of losing white power is a huge theme in the book. That’s what “The Great Gatsby” is about.

So I think we can talk about these books in a much more nuanced way. And unfortunately, I think a big part of it that we’re not saying is that now teachers have very, very good reason to fear even pointing those things out.

Right. And I think that that context is so important. I know that, in my entire life, there’s been this debate about taking out “The Adventures of Huckleberry Finn” from readings. And part of it is because, I think, of that lack of context in which Finn decides that he is not going to return Jim, the runaway slave, to his owners.

And he believes, in the context in which he is living, that the line is, all right, then, I’ll go to hell. This idea that if I have to decide between following societal norms and returning a runaway slave, who was believed, in his context, to be property, I would go to work and steal Jim out of slavery again. And as long as I was in, I would go whole hog.

And I think about that a lot and about how it seems to be very difficult to talk about the context in which these books are written. It’s difficult to talk about how “The Great Gatsby” is written at a time of both immense white success but immense white fear about what immigration means. Because in many ways, they’re not necessarily even talking about Black people.

No, they’re just talking about other slightly less white white people.

They’re talking about, like, Italians. Like, the passing of the great race is —

Spicy whites, yes, spicy whites.

The passing of the great race is like, we might have too many Czechoslovakians.

So what I’m hearing, Kaitlyn, is that this is not necessarily about the books. This is about the teaching.

Yeah, I think — you brought up “Huckleberry Finn.” That’s a fantastic example because that is a question of teaching. And the flip side of this great question of what Finn is doing is, I think, every single Black person who you talk to, who has gone to a school with mostly white teachers or with all white students, has a story about being forced to say the n-word by a teacher in reading that text out loud.

Yes, exactly.

So we have to talk about that part of it, of text used in domination by white teachers over students of color and Black students, in a very particular way. Which I think is the other side of this that people feel really strongly about the canon because of those white supremacist teaching techniques that are built into our education system and that many white teachers, both vindictively and thinking that they’re doing the right thing, force students into these interactions.

This is the thing that I think that people get wrong in this conversation if they think they can settle the proper formation of our students by the books that they choose to put in the canon. But I do want to say that a lot of this comes down to the formation of our teachers and the ways in which they teach students to engage text. And that’s something that you can’t do by the canon. You can’t have a book that a teacher can’t ruin.

So I guess one of the experiences that I remember being most traumatizing is, this book is so good that we need to just ignore the racism —

Uh-huh, yes.

— and look at it as literature. And it’s such great literature, let’s just ignore this kind of — no, no, no.

“Heart of Darkness,” yeah.

Like, it’s so good, ignore the racism. I was like, well, no, that is the thing that is making me feel uncomfortable in class. And had you sat down with me in that class and said, OK, we’ll have a session or two where we talk about this problematic aspect and then we can talk about their use of metaphor. OK, fine, right?

But I think that one of the things that is underneath that is this fear that if we acknowledge the racism that is in our literature and we make that a point of emphasis, then that reality runs through all of American history and culture.

In other words, you can’t tell the story of any aspect of American greatness without saying the place or that it’s tainted by racism. And when you speak about that tainting by racism, people feel like the greatness is all gone. And so they say, let’s just downplay the racist part and look at the glory. And I just can’t help but see the racism.

And so I think that’s what makes the discussions around the canon complicated. Because the teacher has to be able to see these texts as both powerful and profoundly broken because they’re written by humans who often have those contradictions in themselves.

Yeah, and I think another detriment to how teachers are supported is that, oftentimes, there is no space even to have that conversation and to point out that people have been noticing this about this book for generations. You’re not the first reader to notice this. So, you know, how helpful would it be if you were to read “Heart of Darkness,” say, and your teacher had the time and space to also put Chinua Achebe’s essay critiquing it beside you?

So I think one of the reasons why that doesn’t happen is, number one, teachers don’t have any space and time and money for it. And number two, subconsciously, to know that you are not the first person pointing this out, to know, in fact, that there’s a whole tradition of writers of color and Black writers who, for centuries, have pointed to places in the canon and said, actually, no, this is what is wrong. Actually, no, this seems to be here. Actually, no, I’m going to fill this space with something else.

That’s very, very, very profound and cuts sort of like at the heart of white supremacist culture. And so it’s much easier, in many ways, to say to a student, yeah, you’re the only one who noticed that “Heart of Darkness” is racist, instead of saying, you’re part of a long lineage of people who noticed this and who did work to try and point it out.

I think it’s worth acknowledging, and we know this, that the canon is always evolving, whether we like it or not. And some works become more meaningful over time, and some lose resonance. I remember when I was in sixth grade, we read “Our American Cousin,” which is the play that Abraham Lincoln was seeing when he was assassinated. Friends, it has —

it has not stood the test of time, because most things don’t. Our canon changes. Sometimes the book is going to last the test of time. Sometimes it’s going to be “Avatar.” So what do you see as the goal of revising the canon? Should it be to mirror what’s taking place or mirror what should be taking place? How do you think about this?

I think, in order to reform the canon, we have to get underneath this American fear as to relate to both the power and the limitations of books. So for example, I read “Crime and Punishment,” and I didn’t become Orthodox.

I read Malcolm X and I didn’t join the Nation of Islam. A book can be powerful, and it can change you, and you don’t have to adopt everything in the book. So I think that we overestimate the power of literature as it relates to an ideology. So I think that the first thing we have to do is get underneath this American fear of control and producing certain kinds of citizens that we think are going to help us be who we’re going to be, and just open ourselves up to great literature from wherever it arises.

When we begin to think about the canon, I think the first question is underrepresentation. Who have we historically underrepresented? And who from that community can lift those works up and say we missed it?

Yeah, I just want to say, you said so eloquently, Esau, this question of control, which is such a ribbon through American culture that just really corrupts so much, this desire to control. And so I think, again, thinking of the canon as a gateway and as a tool, and less as sort of like a prescriptive or as a way to judge who knows and who doesn’t know what’s in the canon, or a way to judge have you been taught correctly or are you an imbecile.

If we think of the canon as simply like a tool to help us, I think that opens up a lot, sort of thing. But ultimately making any sort of canon is propaganda. That’s just, like, the name of the game.

So I think this question of opening up, yeah, control, and understanding that students are going to come to the text in any sort of way that they come to it, and that’s part of what reading is. If someone’s takeaway is different than yours, that doesn’t mean that the text has failed or that the canon is corrupting people or the canon isn’t good anymore. It just means that you are two humans reading a book, and you came to different conclusions.

Esau, you brought this up, about how people seem to think that if you read a book, you will immediately be inculcated by what the book is telling you, which just like — if that’s how school worked, school would be very different.

And I would also argue — and I hate this term — but I do think, in some ways, historically, what we want kids to read in schools is often a form of signaling to other people, a form of virtue signaling even. And I actually see, in some ways, that the recent wave of attempted book bans, I think that there are some where people are like, oh, this book is too complicated for this age group, or something like that.

But at a same point, these gestures are kind of symbolic. Kids can find these books elsewhere or find them on the internet. So these bans actually say more about what ideas adults are afraid of their children getting exposed to, whether it’s the existence of racism or whether it is discussions of L.G.B.T. issues —

I just push back on it, them being symbolic. They actually affect the bottom line of what children’s and middle-grade literature will be published in the coming years because children in middle-grade literature marketplace is mostly libraries and schools. So when they are banned in a civic place like that, that means that those places won’t order those things, and book publishers will lose that very huge part of revenue. So it actually is not symbolic. It actually affects book acquisition and which books will be published about what subjects, three, four, five years down the line.

That’s a good point. But, Esau, you brought up that it’s hard to tell whether kids think about these books this way at all. So I’m curious about how should we think about the kinds of moral conversations that books are or aren’t able to offer us?

I have a teenager and now a soon-to-be teenager in my house. They’re my children. And so I used to have this idea of, like, that — I don’t know why you lie to yourself once you get older. Because once you have children, you begin to think that you have more influence over them than you do.

And so what I realized with my children, even my son, who’s the oldest, I can present opportunities for him to think about the world via stories that I tell, books that we engage, but ultimately, he has to make the decision for himself, the kind of person that he is going to be. And I’m his parent.

And I think that, in a similar way, and probably even a lesser way, teachers have that same responsibility. They can’t control what students become. They can present them options. And if there was a simple answer to what people are going to become, we would all become that thing.

And so what literature is are these different explorations into what it means to figure out how to be a human. And I think that a good teacher doesn’t say, I’ve solved the problem. It’s like, these were books that were formative to me as I began to make sense of myself. And I think that once we recognize how open the human person is, then we might begin to be a little bit less fearful.

And I’m sorry, this might be a strange analogy, but the Black experience is paradigmatic of that. They tried to convince us for hundreds of years. They limited our reading. They did everything to convince Black people that God wanted us to be enslaved and God wanted us to be submissive. And Black people said, nah, I’m good with that. We refused the propaganda.

And I think the human spirit refuses to believe something that it doesn’t know to be true. And so once we recognize that, we recognize the limits of any form of education and literature. And so then we begin to see education as a guided journey of discovery, where we present to students things that we or the world has found helpful in that process.

I would just say that one of the things that happens, especially around book banning, around, I would say, queer and L.G.B.T.Q. books, is the idea that you’re the only person who’s felt a certain way, or had certain feelings, or looked at the world in a certain way is very seductive for some people. But the negative side of that is the intense isolation that comes from it.

So I think, as much as it is about morals, it’s also about really trying to not let queer children know that their experience is a part of the human experience. Like, that’s what it’s about, right? It’s hoping to say, you can’t go to a book to know that, five years ago or 10 years ago or right now, someone is having these same feelings. You’re just going to suffer alone. And you’re going to stew in that shame and ignorance and sadness about yourself into adulthood. And maybe you’ll be able to figure it out then, but we’re not going to try and give you the tools to talk about any of the complications of that feeling now.

And that’s a real political project, right?

And that’s where, I think, this is where it’s an all-hands-on-deck type of situation. Public education in this country is why this country has done anything good. Let’s just be really clear. That’s the only reason, in this broken nation, why anything good has happened is because we’ve had public education for the last 160 years, or since Reconstruction, essentially.

So I think this is an all-hands-on-deck situation where, if you care about these things, you want to figure out how you can support the public school teachers in your community to make that happen. A teacher needs to feel that their community is going to stand behind them against these sort of outsized astroturfed assaults on what they’re doing.

This has been an incredibly insightful conversation. Kaitlyn, Esau, thank you so much for coming on the show. [MUSIC]

I love talking with you, Esau. I love talking with you, Jane. Thank you.

Thank you for having us.

Kaitlyn Greenidge is a contributing Opinion writer and the features director at “Harper’s Bazaar.” Her latest novel is “Libertie.” Esau McCaulley is a contributing Opinion writer, an associate professor of New Testament at Wheaton College, and a theologian-in-residence at Progressive Baptist Church in Chicago.

This episode is part of a series Times Opinion is doing right now, called “What is School For?” You can find a link to the other stories from parents, teachers and students, and more, in our episode notes.

“The Argument” is a production of New York Times Opinion. It’s produced by Kristin Lin, Phoebe Lett and Vishakha Darbha. Edited by Alison Bruzek and Anabel Bacon, with original music by Isaac Jones and Pat McCusker; mixing by Pat McCusker. Fact-checking by Kate Sinclair and Michelle Harris. Audience strategy by Shannon Busta, with editorial support from Kristina Samulewski.

What is the purpose of English class? Why do we read and talk about books together? What books should we read? Why?

In this podcast, for which you can also find a transcript , the host Jane Coaston interviews Kaitlyn Greenidge and Esau McCaulley, writers who have also been high school teachers. Their conversation is wide-ranging and full of possibilities for class discussion.

For instance, here is a snippet of a section on the questions of what to teach and why:

Kaitlyn Greenidge I think when you’re talking about what we should read in English class, you’re really talking about how to make a common language for people to talk across. And if we are such a diverse nation racially, economically, culturally, regionally, there has to be some sort of touchstone for people to be able to have common ways to talk about the human experience and to talk about themselves. And a very good curriculum would do that, would have books sort of across the spectrum and books by people across time and across different cultures. Because I think what often tends to happen, too, is when we say we want books with big universal themes, a lot of times people interpret that to mean books in which Black people and people of color are not present because we are not universal. Our experiences are somehow not universal, right?

What do your students think? What do they read in your class, and who or what determines that mix? What would they say should be the purpose of English class?

What ideas from this episode resonate with them — and with you?

What is the purpose of teaching U.S. history?

In the section above, we used a Times podcast to focus on the question of what English class is for. Now we turn to a Times video interactive that poses similar questions about U.S. history classes.

In the last year, 17 states have imposed laws or rules to limit how race and discrimination can be taught in public school classrooms. Some of the discussion has been fueled by the 1619 Project , developed by The New York Times Magazine, which argues that “the country’s very origin” traces to when the first ship carrying enslaved people touched Virginia’s shore that year. “Out of slavery — and the anti-Black racism it required — grew nearly everything that has truly made America exceptional,” it explains.

In response to bans on teaching with the 1619 Project in states like Florida and Texas, the editor in chief of the Times Magazine, Jake Silverstein, wrote an essay called “ The 1619 Project and the Long Battle Over U.S. History .” Here he describes how these bans seem to see history as somehow fixed and immutable:

In privileging “actual fact” over “narrative,” the governor [Gov. Ron DeSantis of Florida], and many others, seem to proceed from the premise that history is a fixed thing; that somehow, long ago, the nation’s historians identified the relevant set of facts about our past, and it is the job of subsequent generations to simply protect and disseminate them. This conception denies history its own history — the dynamic, contested and frankly pretty thrilling process by which an understanding of the past is formed and reformed. The study of this is known as historiography, and a knowledge of American historiography, in particular the way our historical profession evolved to take fuller account of the role of slavery and racism in our past, is critical to understanding the debates of the past two years.

Many of these laws have also taken aim at what has been labeled critical race theory — an academic legal framework for understanding racism in the United States developed during the 1980s — while others are crafted more broadly to address what Republicans call “divisive concepts.”

What should students learn about our country’s history? What, if anything, shouldn’t they learn? In our recent lesson plan we quote a teacher from the video interactive and pose these questions for students:

“It’s the job of a history teacher to tell the full and complex story of U.S. history.” What does that mean to you? Do you think you have learned the “full and complex story” of U.S. history? If not, what do you think has been missing?

Here are three recent Learning Network lesson plans that can help you go further:

Lesson: The Debate Over the Teaching of U.S. History

Lesson: ‘Critical Race Theory: A Brief History’

Lesson: ‘Two States. Eight Textbooks. Two American Stories.’

And here are two Student Opinion forums to which your students are invited to contribute their thoughts — or read the responses of other young people:

What Is the Purpose of Teaching U.S. History?

What Is Your Reaction to Efforts to Limit Teaching on Race in Schools?

Were your students’ minds ever “disturbed by a book”?

Before your students read Viet Thanh Nguyen’s essay, “ My Young Mind Was Disturbed by a Book. It Changed My Life. ” you might ask them to write or talk about questions like these:

What book have you read, in or out of school, recently or when you were younger, that elicited a strong emotional reaction in you?

You might have felt joy, sorrow, anger or hope. You might have recognized yourself and your world in this book — or it might have introduced you to new ideas and worlds. How did it affect you?

To follow up, you might ask them: Can a book be dangerous? Can a book harm a reader? How? If books can be harmful, is it appropriate for schools to protect students from them, either by taking them out of the curriculum or off library shelves? What examples can you offer?

In the essay, Mr. Nguyen writes about how, as a Vietnamese American teenager, he came across Larry Heinemann’s 1977 novel, “Close Quarters,” about the war in Vietnam, and “was not prepared for the racism, the brutality or the sexual assault.” He writes about how the book affected him, and how, years later, he wrote his own novel, “The Sympathizer,” about that war.

He continues:

Books can indeed be dangerous. Until “Close Quarters,” I believed stories had the power to save me. That novel taught me that stories also had the power to destroy me. I was driven to become a writer because of the complex power of stories. They are not inert tools of pedagogy. They are mind-changing, world-changing. But those who seek to ban books are wrong no matter how dangerous books can be. Books are inseparable from ideas, and this is really what is at stake: the struggle over what a child, a reader and a society are allowed to think, to know and to question. A book can open doors and show the possibility of new experiences, even new identities and futures.

As this essay points out, the questions around banning books “aren’t just political; they’re also deeply personal and intimate.” How have they affected your students? What stories can they tell about the role of a book, or some other form of culture, in their lives? Where do they stand on the idea that “those who seek to ban books are wrong no matter how dangerous books can be”?

What rights do your students have to speak up about these issues?

An A.C.L.U. “toolkit” for students called “ Right to Learn: Your Guide to Combatting Classroom Censorship ” states: “All young people have a First Amendment right to learn free from censorship or discrimination,” including a “right to read, learn and share ideas free from viewpoint-based censorship.” And, indeed, a famous 1969 Supreme Court decision declared that neither students nor teachers “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.”

But in 1988, the Supreme Court placed a limit on the types of speech protected by the First Amendment in a school setting. As this site summarizes , “The case, Hazelwood v. Kuhlmeier, began with student journalists looking to push the envelope with articles they believed their classmates would relate to. And it ended with the Supreme Court creating a new rule on student speech.” Though courts since then have made it clear that school officials do not have an unlimited license to censor, the Hazelwood decision was, according to the Poynter Institute, “ a giant step back for student press and speech rights. ”

Recently, for instance, a Nebraska school shut down its student newspaper rather than allow it to focus on L.G.B.T.Q. issues. The Times article puts that news into context:

The shuttering of the paper was the latest instance of students contending with school officials seeking to prevent the distribution of yearbooks or the publication of articles , particularly in cases dealing with L.G.B.T.Q. issues. In May, school officials in Longwood, Fla., ordered stickers to be placed over a photo spread in the Lyman High School yearbook showing students protesting a new state law that prohibits classroom instruction and discussion about sexual orientation and gender identity in some elementary school grades. Last August, school officials in Arkansas removed a two-page year-in-review spread from one high school’s yearbook that mentioned the pandemic, the murder of George Floyd and the 2020 election. “It’s something we’re definitely seeing more of,” Mr. Hiestand said.

But, as the article points out, at least 16 states have “New Voices” laws intended to safeguard school publications from interference and counteract the Hazelwood decision. To learn more, visit the Student Press Law Center’s section about these laws .

After the 2018 Parkland shootings, planned student walkouts to protest gun violence again raised questions of students’ First Amendment rights. This A.C.L.U. guide addresses the question, “Do I have First Amendment rights in school?” in that context, pointing out that students have the rights to speak out, hand out fliers and wear expressive clothing “as long as you don’t disrupt the functioning of the school or violate the school’s content-neutral policies.”

Invite your students to investigate what laws and guidelines determine student speech and expression in their school. Do they feel they can comfortably speak their minds in their classes, no matter what their political viewpoints? Why or why not? Has their school ever faced a situation in which students were prevented by school administrators from saying, doing or writing something? Do your students think the move was necessary to protect students — or did it cross the line into stifling free speech?

What is published in their school newspaper and yearbook? How much freedom do students journalists who work on those publications have? Is your school in a state that has adopted a “New Voices” law? If so, what are the implications for student publications?

You might also ask them to think about broader questions like, Why would a school want to control student speech? When, if at all, do they think that is appropriate? For instance, are there any topics that should be off limits in school newspapers? Should these publications be allowed to criticize the school administration, investigate teachers or write about sensitive subjects like teenage sexuality and school shootings? Why or why not?

To help with some of these questions, we have a 2018 lesson plan that links to many resources:

Lesson: The Power to Change the World: A Teaching Unit on Student Activism in History and Today

We also have several related Student Opinion forums to which students might contribute — or read what other students have to say:

Should Schools Be Allowed to Censor Student Newspapers?

What Do You Wish Lawmakers Knew About How Anti-L.G.B.T.Q. Legislation Affects Teenagers?

How Comfortably Can You Speak Your Mind at School?

What can young people do?

In 2021, Edha Gupta and Christina Ellis, two high school seniors in York County, Pa., were furious when they read in a local paper that their teachers had been effectively banned from using hundreds of books, documentary films and articles in their classrooms. This article describes what they did in response. In August 2022, the two gave a TEDx talk called “ How a Book Ban Helped Us Find Our Voice .”

Looking for another first-person account from a teenager? This article from School Library Journal, “ Uniting Against Censorship: A First-Person Account from Banned Books Week Youth Honorary Chair .”

If your students are interested in raising their voices on any of the issues they’ve investigated thus far, they can learn from students like these, or find out more from the following resources:

American Library Association: Unite Against Book Bans

We Need Diverse Books: How to Support Diverse Books During a Book Ban

A.C.L.U.: Right to Learn: Your Guide to Combatting Classroom Censorship

Pen America: The organization is keeping a regularly-updated Google Doc called “ The PEN America Index of Educational Gag Orders. ”

Find more lesson plans and teaching ideas here.

Katherine Schulten has been a Learning Network editor since 2006. Before that, she spent 19 years in New York City public schools as an English teacher, school-newspaper adviser and literacy coach. More about Katherine Schulten

You Want to Teach What?

• Posted February 2, 2022
• By Emily Boudreau
• Diversity, Equity, and Inclusion
• Moral, Civic, and Ethical Education
• Teachers and Teaching

Many teachers worry about bringing controversy into the classroom because it could spark conflict between students or result in reproaches from administrators or parents, but addressing and thinking through divisive issues is necessary for children who are learning to live, participate, and empathize with diverse perspectives in a democracy.

University of San Francisco professor  Judy Pace , an alum of Harvard Graduate School of Education, has studied the predicaments and possibilities of tackling charged topics in class. In her recent book, Hard Questions: Learning to Teach Controversial Issues , she explores how preservice programs prepare teachers to include controversial issues in their teaching . 

What Is a Controversial Issue?

Importantly, Pace notes that controversial issues are not the same as controversial topics, which are polarizing subjects that some stakeholders argue should not be taught. Instead, controversial issues “have to do with open questions  that are significant in terms of society or the past on which it is important to explore different perspectives that have legitimate sources of information,” says Pace. “We’re not talking about something like, ‘Do humans contribute to climate change?’ because that’s a settled question.” For example, open questions that introduce controversial issues and promote critical thinking could range from, “Should we lower the voting age?” to “What kinds of reparations should be paid to the descendants of enslaved people?”

Preparing Teachers for Controversy in Classrooms

Of course, generating these kinds of questions and leading students through open and fair discussions requires skilled teachers. To better understand how educators learn to teach controversial issues, Pace conducted a series of interviews with and observations of four teacher educators — instructors who teach people how to be teachers — and 15 preservice teachers in three different countries including the United States, Northern Ireland, and England.  

While the preservice teachers often worried about the risks associated with teaching controversial issues, Pace noted that the teacher educators acknowledged these anxieties and taught specific strategies to help address these concerns, rather than ignoring them. “In these methods courses, [teacher educators] encouraged [preservice] teachers to explore controversial issues using a variety of pedagogical approaches” that contained the risks, says Pace. Preservice teachers, she found, were often able to adapt the strategies they learned to fit their teaching contexts and their own identities as teachers. “I think [contained risk-taking] provides a way forward in this incredibly contentious political climate we’re trying to navigate.”

Controversial issues "have to do with open questions that are significant in terms of society or the past on which it is important to explore different perspectives that have legitimate sources of information. We’re not talking about something like, ‘do humans contribute to climate change?’ because that’s a settled question.”

Here, Pace provides a few instructional resources, strategies, and practices educators can use when teaching controversial issues:

• Know your students and understand the community.  “I’d hope every teacher from day one would start developing a culture of trust and respect,” says Pace. A supportive environment provides a foundation for a classroom where students feel they can express themselves and explore ideas. Drawing on existing research , Pace recommends teachers use preliminary surveys to get to know where students stand on issues and what issues they care most about to prepare for discussions and know what voices and perspectives to bring into the conversation.
• Communicate clearly.  Teachers should be transparent about their rationale for teaching a particular issue and explain how they’re approaching it — the goal is not to get students to adopt a particular stance but to get them to think critically. Parents and administrators should also have an awareness of what’s going on. “I think when teachers are transparent about why and how they’re doing this and keep the lines of communication open, that makes people feel less threatened and less likely to jump to conclusions about what’s going on in the classroom,” says Pace.
• Be thoughtful when selecting issues.  Again, controversial issues are not the same as controversial topics. They should be related to the curriculum, draw from valid information sources, and should be framed as open questions. Additionally, teachers shouldn’t lead with the most charged discussions but gradually build up student capacity for these issues as the year progresses. Resources like Civic Online Reasoning can help.
• Structured academic controversy , where students take turns understanding different perspectives presented by sources before coming to a compromise or consensus.
• Town hall meetings , where groups of students present differing viewpoints and then answer questions before reflecting on their own position.
• Walking debates , where students physically identify whether they agree or disagree with a particular statement before discussing.
• Leave room to reflect.  Try to leave time, if not at the end of the class at the end of the week, for students to address emotions, reflect, and debrief. Use writing as a vehicle for individual reflection. This is beneficial not just for students but for teachers as well. Teachers should also find colleagues they can process and reflect with. Additionally, be aware of your own limitations, blind spots, or biases. Actively seek out professional development to provide additional support and to build facilitation skills.

More on teaching controversies from Pace's website.  

Additional Resources

• Teaching Hard Histories
• Civics in Uncivil Times
• Harvard Ed Cast: Teaching Across a Political Divide
• Teaching Controversial Issues (EdSource Podcast)
• Teaching Controversial Issues When Democracy Is Under Attack (Brookings)

Usable Knowledge

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Less than three weeks before the 2022 midterm elections, K-12 schools remain a hot-button issue in political campaigns, with politicians debating everything from the supposed presence of critical race theory in schools to LGBTQ student rights.

At the center of it all are teachers—some of whom fear consequences for touching on subjects like race, gender, sexuality, and even slavery and the Holocaust, according to new data from the EdWeek Research Center.

The survey of 1,019 teachers, school leaders, and district leaders conducted from Sept. 27 through Oct. 4 represents educators from across the political spectrum, with 32 percent identifying as liberal, 33 percent moderate, and 35 percent conservative.

Regardless of political ideology, these educators are overwhelmingly opposed to restrictions on classroom instruction, learning materials, and curriculum about controversial topics, though those in support of restrictions are not an insignificant minority.

The survey also found most teachers aren’t touching on potentially controversial topics in the classroom, and those who do have received mixed reactions from their supervisors, students’ parents, and the community. In very few cases, teachers have been threatened or faced legal or disciplinary action.

Here are some highlights of K-12 educator political sentiment as the Nov. 8 general election approaches.

Election Guide 2022

Most teachers don’t touch on potentially controversial topics.

The majority of the subset of teachers who responded to the survey—56 percent—don’t discuss potentially controversial topics, such as ethnicity or race, politics, slavery, gender, religion, sexual orientation, the Holocaust, or sex education, in the classroom. When asked why they don’t address controversial topics, 39 percent say those topics aren’t related to the subject they teach, so they don’t come up in the classroom.

But fear of repercussions from discussing controversial topics is another common reason why teachers have avoided them.

In total, 32 percent of teachers who don’t talk about controversial topics said they’re concerned about legal consequences, worry about how their supervisors or administrators would react, or that their supervisors and administrators warned them not to.

Just 17 percent said they don’t believe the controversial topics should be addressed at school altogether, and 21 percent felt that their students are too young to handle those topics.

Reactions to discussions of ethnicity, race, gender and sexuality vary

For teachers who responded to the survey and have addressed sensitive subjects like ethnicity, race, gender, and sexuality, the reactions from their students, supervisors, and the community have been mixed.

Thirty-two percent of teachers said they’ve never discussed ethnicity and race and 57 percent said they haven’t discussed gender and sexual orientation, so they haven’t experienced any reactions.

Forty-one percent haven’t received any reaction when they have addressed ethnicity and race, and 22 percent have received positive reactions—encouragement, praise, or pressure to address the topic more. Twelve percent of teachers have experienced negative reactions, including criticism, disciplinary action, threats, and pressure to address the topic less.

Twenty-three percent haven’t received any reactions when they discussed gender and sexuality, 13 percent have received positive reactions, and 12 percent have received negative reactions, including legal action.

Teachers express mixed comfort levels with controversial topics

Regardless of whether they address the topics in the classroom, teachers expressed mixed levels of comfort when it comes to discussing topics including sex education, gender and sexual orientation, politics, religion, ethnicity and race, slavery, and the Holocaust.

Teachers who responded to the survey were most uncomfortable with discussing sex education followed by gender and sexual orientation. They were most comfortable discussing slavery and the Holocaust: 82 percent of teachers said they’re comfortable with those topics.

School and district leaders often don’t ask teachers to avoid controversial topics

Forty-five percent of school and district leaders said they haven’t asked the teachers they supervise or oversee to avoid controversial topics. Politics was the most common topic for school and district leaders to avoid, with 11 percent of respondents saying they’ve requested teachers to not talk about it.

Thirty-six percent of the school and district leaders who responded to the survey said they haven’t asked teachers to avoid talking about controversial topics because they don’t directly or indirectly oversee teachers.

Educators oppose state government restrictions on learning content

So far, 17 states have passed laws limiting classroom discussions of race and racism and many more have tried to ban discussions of a variety of controversial topics.

The teachers, school leaders and district leaders who responded to the survey are most opposed to restrictions on content related to slavery, the Holocaust, religion, ethnicity, and race, with over 70 percent of survey respondents saying they oppose limits on those topics. While still an overwhelming majority, fewer educators said they oppose restrictions on discussions about politics, on sex education, and on gender and sexual orientation-related content.

Notably, nearly a quarter of teachers, school leaders, and district leaders said they were in support of restrictions to content related to slavery and the Holocaust, two subjects that have been taught in schools for decades and show up in many states’ content standards for social studies.

Educators don’t avoid participating in political activities

As the fervor over K-12 schools has grown, teachers, school leaders, and district leaders have not shied away from being politically active, though 43 percent of these educators said they have avoided political activities some or a lot out of concern they might create problems with their job.

Some of the most common political activities among educators were “attempting to persuade a friend or colleagues to change their minds about a political topic,” which 62 percent of survey respondents said they have done since the 2020 election. Sixty percent of survey respondents said they’ve contacted an elected official and 43 percent said they’ve contributed money to a political cause.

School safety, educational equity, and K-12 funding are prominent issues in political campaigns

Seventy-four percent of the teachers, school leaders, and district leaders who responded to the survey said school safety—a specific point of concern after the shooting at Robb Elementary School in Uvalde, Texas, killed 19 students and two teachers earlier this year—has been discussed some or a lot in community and statewide campaigns.

Educational equity and K-12 funding levels have also received a lot of campaign attention with 60 percent of survey respondents saying equity is coming up some or a lot and 68 percent saying funding has as well.

Data analysis for this article was provided by the EdWeek Research Center. Learn more about the center’s work.

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Why controversial issues must still be taught in U.S. classrooms

Judith L. Pace

Wayne Journell

November 2, 2021.

In Texas, teachers who once taught controversial issues in history and politics are now afraid to do so . Political attacks on school board members across the country also threaten those in California . State laws banning critical race theory in schools are censoring educators and the curriculum.

Does this mean the time has passed when teachers can engage students in open discussion of controversial issues, which we know is a cornerstone of democratic education?

We think the answer is no. We’re convinced it can and should still happen here despite intense political polarization and an increasing number of state laws restricting teacher autonomy.

We’ve worked with educators in deeply divided countries, including Northern Ireland, Bosnia and Herzegovina, and South Africa, who are committed to teaching multiple perspectives on divisive questions on national identity and legacies of conflict, so we know it can be done. We also know that teachers may face controversy in the classroom whether or not they intend to. Unquestionably, this pursuit is harder and more dangerous than ever before in the United States.

That means it must be done smarter.

Research shows that some successful teachers use an approach to teaching controversial issues characterized as “contained risk-taking.” This approach encourages inquiry and discussion of open questions related to public policy and contested history from diverse perspectives — Should college be tuition-free for all? What is a fair refugee policy? — while the teacher proceeds with caution by building a supportive environment, selecting and framing issues appropriately, and choosing resources and pedagogies wisely.

We believe that school leaders, like teachers, should act as contained risk-takers. They should support teachers wanting to do this work. At the same time, they need to ensure that teachers are prepared to teach controversial issues skillfully and responsibly.

Professional development is key There is no comprehensive professional development kit that educators can pull off the shelf. But there are abundant curricular and instructional teacher resources, organizations and experts who can help teachers be knowledgeable and thoughtful about how they build a supportive classroom atmosphere, select and frame issues, and structure inquiry and classroom discussion. The Los Angeles County Office of Education has modeled how to provide professional development in civic education to hundreds of teachers.

A supportive classroom atmosphere depends on a community of learners in which students get to know one another, build trust and feel comfortable exchanging ideas. Teachers must help students develop an appreciation for disagreement, the ability to disagree with others respectfully and strategies for dealing with emotional reactions constructively.

Today, teachers must be careful about expressing their own views. Past research shows that teachers can be transparent about their own political views in class while fostering critical examination of competing perspectives and encouraging students to formulate their own positions. But in this intensely politicized climate, teachers should think hard about the purposes behind disclosing their own views and the potential risks before doing so.

Teachers must thoughtfully select open issues appropriate for their curriculum and students and frame them as questions to encourage inquiry and discussion of diverse perspectives. The sequencing of issues should progress from cooler to hotter. For example, teachers might start off with “should the voting age be lowered to 16?” and move to “should vaccinations and masks be mandated?” Controversies that are empirically settled, such as whether the Holocaust occurred or the legitimacy of the 2020 presidential election, should NOT be examined as open controversial issues, even if groups of people believe otherwise.

Teachers should learn how to 1) apply frameworks such as human rights to help students evaluate different perspectives and 2) find high-quality resources that inform students, represent diverse (and often marginalized) voices and encourage student engagement.

Teachers also need to know different approaches to discussion and align their approach to the types of issues being explored. For example, emotionally charged issues, which may affect certain students deeply, should be handled differently from those that are not so charged. Determining the level of charge requires understanding the students in a given classroom.

Communication with parents and the community is essential School leaders must support teachers by communicating with stakeholders about the value of teaching controversial issues proactively as well as when troubles arise. They must know their communities extremely well.

Teaching controversial issues is a cornerstone of democratic education and, contrary to public opinion, is the antithesis of indoctrination. It is a powerful vehicle for developing civic reasoning and discourse in all subjects as well as independent thinking.

Of course, no matter how thoughtful teachers are in framing and executing lessons on controversial issues, some parents, community members or other stakeholders may react negatively. In those instances, it is important that school leaders support their teachers, assuming that they have made appropriate pedagogical choices. Defending teachers from external threats is, unfortunately, an essential aspect of supporting the civic development of students in this era of political polarization.

Does standing up to parents and other stakeholders carry a certain amount of risk? Certainly. However, for the sake of our democracy, we believe it is a risk worth taking.

Judith L. Pace is a professor of teacher education at the University of San Francisco and the author of Hard Questions: Learning to Teach Controversial Issues . Wayne Journell is a professor of social studies education at the University of North Carolina at Greensboro. He is the author of Teaching Politics in Secondary Education: Engaging with Contentious Issues .

The opinions in this commentary are those of the authors. If you would like to submit a commentary, please review our guidelines  and  contact us .

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John Martin 2 years ago 2 years ago

I’ve been teaching CRT in my classrooms for over 25 plus years but I didn’t call it CRT but rather I called it “history”!

tomm 2 years ago 2 years ago

John if you are teaching kids that people with white skin are inherently racist, shame on you. This is one of the basic tenants of CRT, parents are finding out, so don't try and soft sell CRT as just history. It teaches people with dark skin are victims, and the kids with white skin across the isle are oppressors. That divides us as a country which is not what we need to … Read More

John if you are teaching kids that people with white skin are inherently racist, shame on you. This is one of the basic tenants of CRT, parents are finding out, so don’t try and soft sell CRT as just history. It teaches people with dark skin are victims, and the kids with white skin across the isle are oppressors. That divides us as a country which is not what we need to keep this country one that creates opportunity for all no matter what your skin color is. Have you not noticed all the people of color coming across the border seeking a better life?

Paul Muench 2 years ago 2 years ago

“…assuming that they have made appropriate pedagogical choices.” That seems to be the debate.

There is a range of opinion on "controversial issues" and some teachers have political agendas and just don't present a balanced viewpoint. There has been plenty of documented evidence of teacher bias. Teachers are people too so not realistic to give them all the leeway they want. Combine that with a lack of effective accountability thanks to tenure, and parents who are skeptical that teachers will make "appropriate pedagogical choices," we … Read More

There is a range of opinion on “controversial issues” and some teachers have political agendas and just don’t present a balanced viewpoint. There has been plenty of documented evidence of teacher bias. Teachers are people too so not realistic to give them all the leeway they want. Combine that with a lack of effective accountability thanks to tenure, and parents who are skeptical that teachers will make “appropriate pedagogical choices,” we see it as just safer to put some topics off limits.

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The survey revealed surprising areas of agreement among Americans regarding education, including support for a free, public education for every child, and teaching basic literacy, numeracy and civics. (Photo/iStock)

How Americans really feel about the teaching of controversial topics in schools

Americans are united on core principles like the importance of public education and parental involvement, but diverge on the details, a new USC study suggests.

While Americans overwhelmingly agree on the fundamental value of public education, a new study by researchers at USC reveals deep partisan divides on sensitive topics like LGBTQ+ inclusion and racial justice in K-12 curricula.

Drawing from a nationally representative survey of more than 3,900 U.S. adults, the study offers a more nuanced picture of public opinion than the heated debates dominating headlines. The research also provides insights for policymakers and educators navigating the complexities of public education in an increasingly polarized America.

“We were surprised and hopeful to find such strong bipartisan support for public education and its purpose,” said Anna Saavedra , co-author of the study, research scientist and co-director at the Center for Applied Research in Education at the USC Dornsife College of Letters, Arts and Sciences.

“That said, there are major partisan differences in beliefs about what children should be learning in public schools, particularly regarding topics related to LGBTQ and race. Local districts have the challenge of reconciling these differences in the coming years,” said Saavedra, who is also the director of research for the USC EdPolicy Hub based at the USC Rossier School of Education.

The researchers conducted an internet-based survey from September to October, targeting a nationally representative sample of American households drawn from the USC Dornsife Center for Economic and Social Research’s Understanding America Study .

The survey reflected a diverse range of political affiliations, with 40% identifying as Democrat or leaning Democrat, 34% as Republican or leaning Republican, and 27% as independent or belonging to other political parties. The sample included 1,763 households with at least one K-12 child living in the home, and 2,142 households without children currently in the home.

The survey asked participants about the purposes of education, parental control over classroom content and potentially contested topics in K-12 curricula, including LGBTQ inclusion and discussions about race.

Despite the current political climate , the survey revealed surprising areas of agreement among Americans regarding education.

For example, Americans across the political spectrum overwhelmingly agree on the importance of a free, public education for every child; its core functions of teaching basic literacy, numeracy and civics; and positioning children to have a financially secure future.

The researchers also discovered that 58% of Democrats and 54% of Republicans believe protecting democracy is a very important goal of education, while 36% of adults with other affiliations agree. The survey also showed widespread agreement that parents should play an important role in their children’s education.

“In an election year, when the partisan stakes seem so high, we were heartened to find such high levels of agreement around core purposes of education, including both teaching the basics and also strengthening our fragile democracy,” said Morgan Polikoff , co-author of the study and associate professor of education at USC Rossier.

Unsurprisingly, the majority of respondents were in favor of elementary students discussing kindness and its significance (90%) and teaching about standing up for others (88%). More than half (54%) are OK with teachers assigning a book depicting a romance between a boy and a girl (54%).  

Americans remain split on classroom conversations

Divides were deepest on LGBTQ topics in schools. Among Democrats, 80-86% support high school students learning about such topics, while less than 40% of Republicans approve. Support wanes for teaching the topics to elementary students among Democrats (40%-50%), and only 10% approval from Republicans.

“Our survey highlights the deep divisions about not just what children should be learning in school, but also when. Policymakers need to really think about these nuances if they are going to craft policies that reflect what Americans really want,” Polikoff said.

At the high school level, most people (65%) support discussing various kinds of families. Additionally, 64% approve of discussing how anyone in America can marry the person they love, no matter their gender, and 61% approve of teachers displaying photos of their same-sex spouses on their desks.

The researchers also found that more than half of adults support discussing race-related topics in high school classrooms. While Democrats support elementary school children learning about slavery, civil rights and race-based inequality, Republicans do not.

Other findings included:

• Fewer than half of Republicans approve of high school students learning about current race-related issues, such as the use of race in college admissions (47%), how discriminatory policies like unfair housing and unequal access to health care have harmed minorities (41%) and how criminal justice policies affect people of color relative to white Americans (40%).
• Topics closely linked to the experiences of minority racial backgrounds tend to garner less support. For example, the scenario least favored by Republicans (36%) involves a math project where students analyze national data on the frequency of students of different races being sent to the principal’s office.
• While nearly 60% of all respondents agree that children should learn about historical racism, even if it makes them feel guilty, there is a stark divide along party lines. Democrats largely support this approach (81%), while only 33% of Republicans agree.

“We hope our study results will provide renewed bipartisan enthusiasm to work together to improve public education, and with some concrete tools to do so,” Saavedra said.

Read the report online .

Editor’s note: Interviews with Professors Saavedra and Polikoff are available on the USC Dornsife Google Drive .

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Technology might be making education worse

Listen to the essay, as read by Antero Garcia, associate professor in the Graduate School of Education.

As a professor of education and a former public school teacher, I’ve seen digital tools change lives in schools.

I’ve documented the ways mobile technology like phones can transform student engagement in my own classroom.

I’ve explored how digital tools might network powerful civic learning and dialogue for classrooms across the country – elements of education that are crucial for sustaining our democracy today.

And, like everyone, I’ve witnessed digital technologies make schooling safer in the midst of a global pandemic. Zoom and Google Classroom, for instance, allowed many students to attend classrooms virtually during a period when it was not feasible to meet in person.

So I want to tell you that I think technologies are changing education for the better and that we need to invest more in them – but I just can’t.

Given the substantial amount of scholarly time I’ve invested in documenting the life-changing possibilities of digital technologies, it gives me no pleasure to suggest that these tools might be slowly poisoning us. Despite their purported and transformational value, I’ve been wondering if our investment in educational technology might in fact be making our schools worse.

Let me explain.

When I was a classroom teacher, I loved relying on the latest tools to create impressive and immersive experiences for my students. We would utilize technology to create class films, produce social media profiles for the Janie Crawfords, the Holden Caulfields, and other literary characters we studied, and find playful ways to digitally share our understanding of the ideas we studied in our classrooms.

As a teacher, technology was a way to build on students’ interests in pop culture and the world around them. This was exciting to me.

But I’ve continued to understand that the aspects of technology I loved weren’t actually about technology at all – they were about creating authentic learning experiences with young people. At the heart of these digital explorations were my relationships with students and the trust we built together.

“Part of why I’ve grown so skeptical about this current digital revolution is because of how these tools reshape students’ bodies and their relation to the world around them.”

I do see promise in the suite of digital tools that are available in classrooms today. But my research focus on platforms – digital spaces like Amazon, Netflix, and Google that reshape how users interact in online environments – suggests that when we focus on the trees of individual tools, we ignore the larger forest of social and cognitive challenges.

Most people encounter platforms every day in their online social lives. From the few online retail stores where we buy groceries to the small handful of sites that stream our favorite shows and media content, platforms have narrowed how we use the internet today to a small collection of Silicon Valley behemoths. Our social media activities, too, are limited to one or two sites where we check on the updates, photos, and looped videos of friends and loved ones.

These platforms restrict our online and offline lives to a relatively small number of companies and spaces – we communicate with a finite set of tools and consume a set of media that is often algorithmically suggested. This centralization of internet – a trend decades in the making – makes me very uneasy.

From willfully hiding the negative effects of social media use for vulnerable populations to creating tools that reinforce racial bias, today’s platforms are causing harm and sowing disinformation for young people and adults alike. The deluge of difficult ethical and pedagogical questions around these tools are not being broached in any meaningful way in schools – even adults aren’t sure how to manage their online lives.

You might ask, “What does this have to do with education?” Platforms are also a large part of how modern schools operate. From classroom management software to attendance tracking to the online tools that allowed students to meet safely during the pandemic, platforms guide nearly every student interaction in schools today. But districts are utilizing these tools without considering the wider spectrum of changes that they have incurred alongside them.

Antero Garcia, associate professor of education (Image credit: Courtesy Antero Garcia)

For example, it might seem helpful for a school to use a management tool like Classroom Dojo (a digital platform that can offer parents ways to interact with and receive updates from their family’s teacher) or software that tracks student reading and development like Accelerated Reader for day-to-day needs. However, these tools limit what assessment looks like and penalize students based on flawed interpretations of learning.

Another problem with platforms is that they, by necessity, amass large swaths of data. Myriad forms of educational technology exist – from virtual reality headsets to e-readers to the small sensors on student ID cards that can track when students enter schools. And all of this student data is being funneled out of schools and into the virtual black boxes of company databases.

Part of why I’ve grown so skeptical about this current digital revolution is because of how these tools reshape students’ bodies and their relation to the world around them. Young people are not viewed as complete human beings but as boxes checked for attendance, for meeting academic progress metrics, or for confirming their location within a school building. Nearly every action that students perform in schools – whether it’s logging onto devices, accessing buildings, or sharing content through their private online lives – is noticed and recorded. Children in schools have become disembodied from their minds and their hearts. Thus, one of the greatest and implicit lessons that kids learn in schools today is that they must sacrifice their privacy in order to participate in conventional, civic society.

The pandemic has only made the situation worse. At its beginnings, some schools relied on software to track students’ eye movements, ostensibly ensuring that kids were paying attention to the tasks at hand. Similarly, many schools required students to keep their cameras on during class time for similar purposes. These might be seen as in the best interests of students and their academic growth, but such practices are part of a larger (and usually more invisible) process of normalizing surveillance in the lives of youth today.

I am not suggesting that we completely reject all of the tools at our disposal – but I am urging for more caution. Even the seemingly benign resources we might use in our classrooms today come with tradeoffs. Every Wi-Fi-connected, “smart” device utilized in schools is an investment in time, money, and expertise in technology over teachers and the teaching profession.

Our focus on fixing or saving schools via digital tools assumes that the benefits and convenience that these invisible platforms offer are worth it.

But my ongoing exploration of how platforms reduce students to quantifiable data suggests that we are removing the innovation and imagination of students and teachers in the process.

Antero Garcia is associate professor of education in the Graduate School of Education .

In Their Own Words is a collaboration between the Stanford Public Humanities Initiative  and Stanford University Communications.

If you’re a Stanford faculty member (in any discipline or school) who is interested in writing an essay for this series, please reach out to Natalie Jabbar at [email protected] .

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October 24, 2022

What do Americans think about controversial topics in schools?

by Daniel P. Smith, University of Southern California

Like many, Anna Saavedra and Morgan Polikoff saw the viral videos of fiery school board meetings over curriculum topics. They also read reports of policymakers pushing legislation to incorporate—or remove—certain material from classrooms and articles describing parents pulling their children out of lessons concerning issues like race, sex and gender identity.

"We wondered whether the loud voices and limiting legislation were representative of people's views throughout the country," says Saavedra, a behavioral scientist at the Center for Economic and Social Research (CESR), based at the USC Dornsife College of Letters, Arts and Sciences.

So, Saavedra and Polikoff, associate professor of education at the USC Rossier School of Education and a CESR Fellow, co-authored "A House Divided? What Americans Really Think About Controversial Topics in Schools." It includes findings from a nationally representative survey of nearly 3,800 U.S. adults, conducted in August and September, regarding Americans' feelings about potentially contentious content entering the nation's classrooms.

"There's a lot of bluster about these issues but not much data on how people think about them," says Polikoff. "We wanted to provide a baseline understanding of American sentiment."

Among the report's notable findings:

■ Americans support some controversial topics in high school classrooms

There is consensus among American adults that U.S. high schools should teach multiple sides of controversial topics and make books featuring such content accessible. For example, three out of four adults say high school students should learn about pro-choice and pro-life positions.

"This is a strong indicator the American public want the next generation to be educated and informed on complex issues," says Saavedra.

This desire to present some controversial topics holds true in the elementary school setting, with widespread support for teaching younger children how to think critically and introducing material related to slavery, racial inequality and the contributions of marginalized groups.

But when it comes to sharing information about sex and sexuality with younger students, parents are less enthused. Only 21% say pro-choice or pro-life content should appear in elementary schools.

Adults particularly frowned on the LGBTQ-themed books and books containing profanity for elementary and high school students. About 60% felt high school students should not be assigned books on LGBTQ topics, and more than 75% said the same for elementary students. Just over 60% felt books with profanity should not be assigned to high school students and a whopping 91% indicated younger students should not be exposed to profanity in books.

■ Regardless of political affiliation, few understand critical race theory and confusion abounds regarding its place in U.S. classrooms

While critical race theory, or CRT, has captured headlines, few Americans understand the technical academic theory. Only 4%, in fact, say they know enough to explain it to others.

Though 36 states have introduced 138 bills designed to restrict education about racism, inequity, bias and structural injustices this year alone, the lack of knowledge about CRT and its central tenets leaves most Americans unsure about its place in school curriculums.

"Despite being a hot-button political issue in some communities and the focus of tremendous media coverage, there is widespread confusion about CRT and what it actually is," says Saavedra. "Almost half the Republicans and half the Democrats indicated they had little or no knowledge of the topic."

Despite being equally ill informed, Democrats and Republicans differ sharply on whether or not CRT should be taught in K-12 schools; 40% of Democrats support it and 55% of Republicans oppose it. A large number from both parties are much more ambivalent; 50% of Republicans and 40% of Democrats neither support nor oppose teaching CRT.

Notably on the topic of race, Americans agree that society's goal should be equal treatment of people without regard for race. The majority of respondents also support students learning about the experiences of people of color, slavery and civil rights.

"Recognizing the U.S. as a diverse, multicultural society, there's an understanding across party lines that students need to learn about racial issues," Polikoff says.

■ Most Americans think teachers and parents should drive curriculum

Many Americans are unsure what topics are taught in K-12 schools—approximately half don't know if the hot-button topics of gender identity and racial inequality are discussed in high school classrooms. Even so, most favored teachers and parents holding more control over curriculum than they currently do.

Almost 70% of respondents perceive school boards or school and district leaders to have the greatest influence over curriculum, with parents (27%) slotting in behind teachers (34%) and state leaders (38%). But nearly half of respondents would prefer for parents and teachers to exert the most influence.

Opinions regarding parental influence differed sharply, however, by party affiliation. Less than a third of Democrats want parents to exert the most control over curriculum while 63% of Republicans ranked parents as their first or second choice to control what's taught in schools. Who wants teachers to decide on school curriculum? More than half of Democrats ranked them as their first or second choice, compared to just 43% of Republicans.

A majority of Americans from all racial/ethnic, income and education groups support parents' ability to opt their children out of lessons featuring content with which they disagree.

Moving ahead

Given the significant role public schools play in American society, Polikoff and Saavedra hope the survey's results serve as a launch pad for additional studies about perceptions and opinions regarding education.

"Though there are some lingering sharp divides, there are also some significant areas of agreement that haven't been highlighted before and that offer hope for more productive conversations ahead," Saavedra says.

Polikoff, meanwhile, sees opportunity for the report's findings to inform policy and cultivate more responsive schools.

Provided by University of Southern California

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The 3 biggest higher education controversies of 2021

Higher education isn’t a stranger to scandals and controversies, and 2021 was no exception. While some scandals from previous years approached their inevitable conclusions, the COVID-19 pandemic—or ongoing pandemic, as we enter its third year—fueled a swath of lawsuits at colleges around the country. What’s more, students also took to the picket lines at some universities, demanding better treatment (and bigger paychecks).

Here is a recap of the three biggest scandals and controversies from 2021.

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The “varsity blues” fallout.

Unfortunately, the “ Varsity Blues ” scandal lacked Jon Voight, James Van Der Beek, or Scott Caan stealing a police car . But the college admissions scandal—which originally made headlines back in 2019, entangling some celebrities and other big names— effectively wrapped up in 2021 with guilty pleas, guilty verdicts, and sentences being doled out.

To recap, Operation Varsity Blues (as dubbed by federal investigators) involved a criminal conspiracy to get students placed into a number of top universities, such as the University of Southern California , the University of Texas , and Yale University , sometimes without students’ knowledge. Test scores were altered. Learning disabilities were conjured up in order to gain access to additional accommodations. Some students were even photoshopped into sports teams—showing them participating in sports that they never actually played.

It’s a long, intricate story. But as of the end of 2021, most of the dust has settled, with dozens of parents being implicated, along with college coaches and athletic administrators, and the ringleader of the whole thing, William Rick Singer.

“Money and connections are at the center of the Varsity Blues Scandal. What made this scheme different was that Rick Singer used the athletics department to be the primary vehicle of deception rather than the college’s development, alumni, or admissions office directly,” says Sara Harberson , a college admissions expert, former dean of admissions at Franklin & Marshall College, and the founder of Application Nation, a private, subscription-based Facebook group designed to help parents navigate the admissions process. “Interestingly, the parents paid Singer only a fraction of what would be expected from a college to get a weaker student admitted.” 

While the dust may be settling from the Varsity Blues scandal, Harberson says these types of schemes—those that involve lying or cheating to get a student into their desired school—remain common. And if anyone is to blame, it’s those people who work in admissions offices, to whom it would have been “blatantly obvious” that “things were not adding up in a student’s application,” she says.  

“It still feels like 1952 in college admissions. Who you know, who you pay off, and who you are remain powerful tools that the wealthy and connected families use knowingly and effectively.” 

Columbia University’s student-worker strike

At one point in 2021, the biggest strike in America was unfolding on the campus of Columbia University in New York City. Roughly 3,000 student-workers, mostly graduate students, went on strike at the beginning of November in response to what the Student Workers of Columbia (a United Auto Workers Local 2110 union) says are unfair labor practices. 

Johannah King-Slutzky, a Ph.D. student in Columbia’s department of English and comparative literature, says that she and others took to the picket line to secure higher wages, more benefits, further recognition of student union members, and changes to Columbia’s system for investigating claims of discrimination and harassment. All told, she says, the dispute has been ongoing in some form or another since 2014.

“Columbia had a record-breaking year for earnings, and they have been trying to pinch pennies,” King-Slutzky says, citing the university’s latest annual report . “Columbia is one of the wealthiest universities in the country. It charges the highest tuition in the country, and despite its incredible wealth, it’s extracting as much as it can from its students and graduate students.”

Columbia University has published a proposal in response to the strike, which would include pay increases, stipends, and the creation of health care funds for student workers and their dependents. 

However, the students feel that it’s not nearly enough. 

“We’ve been asking for a couple of years for a fair contract, and the university has stonewalled us and refused to bargain in good faith,” says Daniel Santiago Sáenz, a Ph.D. candidate and teaching fellow at Columbia, who is also an international student who was born in Colombia but grew up in Canada. “We’re just asking for what we believe to be a fair contract.”

The key issue, he says, is that the cost of living in New York City is simply too high—and student worker wages are too low—to make ends meet. As an international student, too, he’s not legally allowed to find another job off-campus, blocking one potential outlet for additional income.

In aggregate, the situation at Columbia is complicated. The striking students say they are looking for meager increases in pay and benefits in order to help offset the costs of living, studying, and working in an expensive city. And they feel pretty good about their chances, looking ahead.

“Many of us come from working-class, low-income, or underrepresented minority groups in academia. This strike is a class struggle, says Sáenz. “We’ll see what other doors this can open for a more stable and healthier academia.”

Remote-learning lawsuits resulting from campus closures

When the pandemic hit college campuses in March 2020, many students were forced to go home—and stay there. As a result, a number of students felt that they were getting shortchanged; they were paying full tuition and not really getting the on-campus experience and tutelage they expected. More than 4,200 colleges and universities nationwide closed their campuses to some degree, affecting nearly 26 million students. So it was only a matter of time before students started filing lawsuits in an effort to recoup some of that tuition.

Hundreds of lawsuits were filed around the country, and the top five collegial targets of those lawsuits were USC, the University of Miami, New York University , Cornell University , and Pennsylvania State University—although each had fewer than 10 COVID-related cases filed against them as of December 2021, according to data from Carla Rydholm, senior director of product management at Lex Machina , a legal analytics company. 

But the lingering question is, Do any of these lawsuits have a chance of being successful?

“In general, in order to have standing, plaintiffs only have to show that they have suffered some cognizable injury,” says Jonathan B. Orleans, a higher ed and employment attorney at the law firm Pullman & Comley . “In these cases, the plaintiffs contend that what they have received is less than what they paid for, so they have suffered monetary damages. I haven’t seen a decision throwing any of these cases out of court for lack of standing.” 

Orleans says that most schools are asking the courts to dismiss the cases, but whether or not any of them end up being successful remains to be seen.

“The results depend very much on the specific facts in each case, and to some extent on the particular state in which the school is located,” he says. “Keep in mind that contracts are governed by state law, not by federal law, so we won’t necessarily get nationwide uniformity in the decisions in these cases.”

Further, many of these lawsuits may be the result of legal professionals looking for a payday.

“These suits are clearly driven by lawyers, not the students who are largely thankful schools did not completely close down,” says Dwayne Robinson, a partner at the Miami-based law firm Kozyak Tropin & Throckmorton , which served as counsel for Miami-Dade County College—one of many schools that was a target of lawsuits following COVID-related shutdowns.

Javier Lopez, the managing partner at Kozyak Tropin & Throckmorton, adds that while these lawsuits mainly concern students and schools, the general public has an interest in keeping an eye on them, as the taxpayer, ultimately, is on the hook for damages.

“We taxpayers fund these schools even if we will never attend them,” Lopez says. “So every time a public college or university spends money because a student claims they did not get to use the student union or the basketball gym for as long as they expected, we are all footing that bill.”

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Survey: Americans broadly support teaching about (most) controversial topics in the classroom

Subscribe to the brown center on education policy newsletter, anna saavedra , anna saavedra behavioral scientist - usc dornsife center for economic and social research @annasaavedra19 meira levinson , and meira levinson professor - harvard graduate school of education @meiralevinson morgan polikoff morgan polikoff associate professor of education - usc rossier school of education @mpolikoff.

October 20, 2022

L egislat or s in many U.S. states have been voicing the need to shield children from complexity , controversy, and differing perspectives . Since the beginning of 2022, politicians have introduc ed 13 9 bills across 37 states designed to limit educators’ latitude to address racism, inequity, bias, structural injustices, and gender and sexuality issues in school . Thus far, 20 states have enacted related laws or executive orders . M any of these efforts stymie civic learnin g and discussion of controversial issues, and limit experiential learning about how to engage as local civic actors .

With our colleagues at the University of Southern California Dornsife Center for Economic and Social Research and USC Rossier School of Education, we wanted to know whether these efforts reflect the American public’s views of what children should learn in school or reflect the will of a loud minority. Between August 15 and September 12, 2022, we administered our Understanding America Study survey to a nationally representative sample of 3,751 adults. We asked about the topics that children should learn about in elementary and high school.

We found that Americans across the political spectrum believe that high school students should be learning a broad range of 24 civics-related concepts and skills we asked about in our survey—far broader than the loud voices and limiting legislation would make it seem. Here, we summarize and discuss findings from our recent report . Details related to our methodology, questionnaires, toplines, and crosstabs are available here .

Bipartisan support for instilling critical thinking skills and teaching high school students about many, but not all, controversial topics

At the top of the list, 97% of adults (98% D, 97% R) think high school students should be learning how to be critical thinkers by learning to analyze a problem, think about solutions, and argue for a particular solution (Figure 1). Across the aisle, adults think that students should be learning to think for themselves.

We also found strong support from both Democrats and Republicans for teaching high school students about many topics typically associated with the political right or left. For example, 94% of adults (94% D, 98% R) support high school students learning about the contributions of the Founding Fathers, while 95% of adults (98% D, 92% R) think high school students should learn about the history and consequences of slavery in the U.S.

In fact, at least 59% of adults support teaching high school students about each of the 24 topics we asked about, and most topics receive far higher levels of support. The idea that overwhelming partisan division encompasses all aspects of civic learning is wrong.

However, there are exceptions to the broad bipartisan agreement, especially in the teaching of Lesbian, Gay, Bisexual, Trans, and Queer/Questioning (LGBTQ) issues. The vast majority (84-86%) of Democrats supported teaching high school students about gay rights, sexual orientation, gender identity, and trans rights—across four separate survey items—but less than half (30-39%) of Republicans agreed. Respondents who do not identify as Democrats or Republicans (e.g., independents, Green Party, Libertarian) fell in between, with 59-66% support.

Bipartisan agreement that high school students should learn different perspectives about controversial issues

Also notable is that large majorities of Democrats and Republicans think that high school students should be learning about different perspectives on controversial issues. For all four issues we asked about (Figure 2), most Republicans and Democrats believe that high school students should be learning about opposing arguments.

Americans think high school students should be learning about: arguments for limiting immigration (76% D, 81% R) as well as immigrants’ rights (95% D, 80% R); election integrity (95% D, 92% R) as well as voters’ rights (97% D, 90% R); Second Amendment rights (85% D, 90% R) as well as gun control (89% D, 73% R); and both pro-life (77% D, 74% R) and pro-choice (D 92% D, 60% R) perspectives about abortion.

In general, more Democrats than Republicans support students learning a perspective not traditionally held by their party (e.g., with higher proportions of Democrats wanting students to learn about the Second Amendment and anti-abortion views than Republicans wanting students to learn about gun control and pro-choice views). However, a clear majority of adults feel high school students should be learning differing perspectives.

Americans feel some topics are not age-appropriate for younger children

We also asked for Americans’ views on when these controversial topics should be covered in school, to contrast attitudes about exposure in high school versus elementary school. At the elementary level (Figure 3 below), respondents were more skeptical of teaching many civic topics. Fewer than 50% of adults support teaching younger children about 14 of the 24 controversial topic items we asked about.

For example, Americans generally support teaching elementary students how to think critically (84%) and become involved in government/politics (55%), as well as about the contributions of the Founding Fathers (86%) and women and people of color (85%), patriotism (85%), the environment (76%), slavery (75%), and racial inequality (61%). They are more split in their attitudes about covering immigrant (50%) and voter rights (50%) in elementary grades. Most Americans do not think young students should learn about income inequality (44%), sex education (34%), or LGBTQ issues (27-30%).

As in the case of high school, Democrats are far more likely to favor teaching elementary school students about LGBTQ issues and sex education (expressing support often at 4-5 times the levels of Republicans; see Figure 11 in the full report for more details). But in none of these cases does Democratic support reach even 50%. Adults seem to want the elementary curriculum to stay away from difficult and complicated controversial topics, particularly those addressing sex and sexuality. These views suggest adults feel some civics topics are not age-appropriate for younger children.

At a high level, these results indicate that the American public wants students to be exposed to robust civic learning opportunities throughout K-12 education. They want students to engage with controversial issues, learn multiple sides of issues, and learn critical thinking skills. They also want students to learn how to get involved in government and politics. Their responses do not express general concern that civics education addressing most controversial topics will be politically skewed. Instead, they recognize that the most important way to raise a new generation of responsible citizens is to give them the opportunities to learn and practice these skills from a young age. At the same time, adults are split along partisan lines in their support for high school children learning about LGBTQ issues in school, with bipartisan caution about addressing these topics with elementary school children at all.

Digging further into some of the issues we asked about could uncover less overall support and more partisanship than these results suggest. For example, while strong majorities of Democrats and Republicans feel students should learn about the contributions of the Founding Fathers, there may be disagreement over approaches to what to teach about this topic. Perhaps more Democrats than Republicans feel that children need to know that the Founding Fathers supported and profited from the institution of slavery. Future surveys could dig deeper into these types of questions.

Though there will be disagreements about how to teach controversial topics, outright bans like those considered and required through current legislation seem misaligned with the public’s desires. We need good civic education to preserve and strengthen democracy, and the American people recognize this.

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Partisan divides over K-12 education in 8 charts

K-12 education is shaping up to be a key issue in the 2024 election cycle. Several prominent Republican leaders, including GOP presidential candidates, have sought to limit discussion of gender identity and race in schools , while the Biden administration has called for expanded protections for transgender students . The coronavirus pandemic also brought out partisan divides on many issues related to K-12 schools .

Today, the public is sharply divided along partisan lines on topics ranging from what should be taught in schools to how much influence parents should have over the curriculum. Here are eight charts that highlight partisan differences over K-12 education, based on recent surveys by Pew Research Center and external data.

Pew Research Center conducted this analysis to provide a snapshot of partisan divides in K-12 education in the run-up to the 2024 election. The analysis is based on data from various Center surveys and analyses conducted from 2021 to 2023, as well as survey data from Education Next, a research journal about education policy. Links to the methodology and questions for each survey or analysis can be found in the text of this analysis.

Most Democrats say K-12 schools are having a positive effect on the country , but a majority of Republicans say schools are having a negative effect, according to a Pew Research Center survey from October 2022. About seven-in-ten Democrats and Democratic-leaning independents (72%) said K-12 public schools were having a positive effect on the way things were going in the United States. About six-in-ten Republicans and GOP leaners (61%) said K-12 schools were having a negative effect.

About six-in-ten Democrats (62%) have a favorable opinion of the U.S. Department of Education , while a similar share of Republicans (65%) see it negatively, according to a March 2023 survey by the Center. Democrats and Republicans were more divided over the Department of Education than most of the other 15 federal departments and agencies the Center asked about.

In May 2023, after the survey was conducted, Republican lawmakers scrutinized the Department of Education’s priorities during a House Committee on Education and the Workforce hearing. The lawmakers pressed U.S. Secretary of Education Miguel Cardona on topics including transgender students’ participation in sports and how race-related concepts are taught in schools, while Democratic lawmakers focused on school shootings.

Partisan opinions of K-12 principals have become more divided. In a December 2021 Center survey, about three-quarters of Democrats (76%) expressed a great deal or fair amount of confidence in K-12 principals to act in the best interests of the public. A much smaller share of Republicans (52%) said the same. And nearly half of Republicans (47%) had not too much or no confidence at all in principals, compared with about a quarter of Democrats (24%).

This divide grew between April 2020 and December 2021. While confidence in K-12 principals declined significantly among people in both parties during that span, it fell by 27 percentage points among Republicans, compared with an 11-point decline among Democrats.

Democrats are much more likely than Republicans to say teachers’ unions are having a positive effect on schools. In a May 2022 survey by Education Next , 60% of Democrats said this, compared with 22% of Republicans. Meanwhile, 53% of Republicans and 17% of Democrats said that teachers’ unions were having a negative effect on schools. (In this survey, too, Democrats and Republicans include independents who lean toward each party.)

The 38-point difference between Democrats and Republicans on this question was the widest since Education Next first asked it in 2013. However, the gap has exceeded 30 points in four of the last five years for which data is available.

Republican and Democratic parents differ over how much influence they think governments, school boards and others should have on what K-12 schools teach. About half of Republican parents of K-12 students (52%) said in a fall 2022 Center survey that the federal government has too much influence on what their local public schools are teaching, compared with two-in-ten Democratic parents. Republican K-12 parents were also significantly more likely than their Democratic counterparts to say their state government (41% vs. 28%) and their local school board (30% vs. 17%) have too much influence.

On the other hand, more than four-in-ten Republican parents (44%) said parents themselves don’t have enough influence on what their local K-12 schools teach, compared with roughly a quarter of Democratic parents (23%). A larger share of Democratic parents – about a third (35%) – said teachers don’t have enough influence on what their local schools teach, compared with a quarter of Republican parents who held this view.

Republican and Democratic parents don’t agree on what their children should learn in school about certain topics. Take slavery, for example: While about nine-in-ten parents of K-12 students overall agreed in the fall 2022 survey that their children should learn about it in school, they differed by party over the specifics. About two-thirds of Republican K-12 parents said they would prefer that their children learn that slavery is part of American history but does not affect the position of Black people in American society today. On the other hand, 70% of Democratic parents said they would prefer for their children to learn that the legacy of slavery still affects the position of Black people in American society today.

Parents are also divided along partisan lines on the topics of gender identity, sex education and America’s position relative to other countries. Notably, 46% of Republican K-12 parents said their children should not learn about gender identity at all in school, compared with 28% of Democratic parents. Those shares were much larger than the shares of Republican and Democratic parents who said that their children should not learn about the other two topics in school.

Many Republican parents see a place for religion in public schools , whereas a majority of Democratic parents do not. About six-in-ten Republican parents of K-12 students (59%) said in the same survey that public school teachers should be allowed to lead students in Christian prayers, including 29% who said this should be the case even if prayers from other religions are not offered. In contrast, 63% of Democratic parents said that public school teachers should not be allowed to lead students in any type of prayers.

In June 2022, before the Center conducted the survey, the Supreme Court ruled in favor of a football coach at a public high school who had prayed with players at midfield after games. More recently, Texas lawmakers introduced several bills in the 2023 legislative session that would expand the role of religion in K-12 public schools in the state. Those proposals included a bill that would require the Ten Commandments to be displayed in every classroom, a bill that would allow schools to replace guidance counselors with chaplains, and a bill that would allow districts to mandate time during the school day for staff and students to pray and study religious materials.

Mentions of diversity, social-emotional learning and related topics in school mission statements are more common in Democratic areas than in Republican areas. K-12 mission statements from public schools in areas where the majority of residents voted Democratic in the 2020 general election are at least twice as likely as those in Republican-voting areas to include the words “diversity,” “equity” or “inclusion,” according to an April 2023 Pew Research Center analysis .

Also, about a third of mission statements in Democratic-voting areas (34%) use the word “social,” compared with a quarter of those in Republican-voting areas, and a similar gap exists for the word “emotional.” Like diversity, equity and inclusion, social-emotional learning is a contentious issue between Democrats and Republicans, even though most K-12 parents think it’s important for their children’s schools to teach these skills . Supporters argue that social-emotional learning helps address mental health needs and student well-being, but some critics consider it emotional manipulation and want it banned.

In contrast, there are broad similarities in school mission statements outside of these hot-button topics. Similar shares of mission statements in Democratic and Republican areas mention students’ future readiness, parent and community involvement, and providing a safe and healthy educational environment for students.

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Jenn Hatfield is a writer/editor at Pew Research Center

Most Americans think U.S. K-12 STEM education isn’t above average, but test results paint a mixed picture

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100 great education debate topics, bob cardens.

• September 2, 2022
• Essay Topics and Ideas

Education Debate Topics and Ideas to get you started. It can be difficult to choose an education debate topic that is both interesting and relevant, but this list of 100 education debate topics should help get you started!

Education debates can cover a wide range of topics, from early childhood education all the way to the college level. Whether you are looking for debate topics for a class or for a public forum, there is sure to be an education debate topic on this list that interests you!

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What You'll Learn

Education Debate Topics

• Is homeschooling a viable option for all children?
• Are charter schools better than public schools?
• Should school uniforms be mandatory in all schools?
• Are private schools better than public schools?
• Should colleges and universities be free to attend?
• Is online education as effective as traditional classroom education?
• Are standardized tests an accurate measure of a student’s knowledge?
• Should the No Child Left Behind Act be reformed or repealed?
• Is year-round schooling a good idea?
• Are charter schools unfairly funded?
• Do charter schools create a two-tiered education system?
• Are private schools creating a classist society?
• Do standardized tests put too much pressure on students?
• Should the Common Core State Standards be adopted by all states?
• Is the Education Savings Account program a good way to fund education?
• Should the government get out of the business of funding education altogether?
• Is sex education a necessary part of the public school curriculum?
• Should creationism be taught in public schools?
• Should evolution be taught in public schools?
• What role should religion play in public schools?
• Are for-profit colleges and universities bad for students?
• Is college tuition too high?
• Should student loan debt be forgiven?
• Are online courses as good as traditional courses?
• Is tenure a good thing or a bad thing for educators?
• Should teachers be armed in the classroom?
• Is corporal punishment an effective form of discipline?
• Are charter schools held to different standards than public schools?
• Do private schools have an unfair advantage in college admissions?
• Should affirmative action be banned in college admissions?
• Is the current system of college admissions fair?
• Should standardized test scores be a factor in college admissions decisions?
• Should colleges and universities consider race or ethnicity in their admissions decisions?
• Should legacy preferences be eliminated from the college admissions process?
• Do for-profit colleges and universities take advantage of students?
• Should the federal government do more to regulate for-profit colleges and universities?
• Is distance learning a good option for all students?
• Do homeschooled students have an unfair advantage in college admissions?
• Should the government provide free community college for all Americans?
• Is vocational training a better option than a four-year degree for some students?
• Should all students be required to complete community service hours before graduating high school?
• Arecharter schools held to different academic standards than public schools?
• Should all students be required to take a gap year before attending college?

Educational Debate Topic Ideas

• Should schools be teaching vocational skills instead of academic subjects?
• Should the school day start later?
• Should students be able to choose their own classes?
• Should schools ban homework?
• Should standardized tests be abolished?
• Are charter schools a good idea?
• Is homeschooling a good option for families?
• Should Religion be taught in schools?
• Are single-sex schools better than co-ed schools?
• Should all schools be bilingual?
• How can we make sure all children have access to quality education?
• Is it necessary to go to college to be successful in life?
• How can we reduce the drop-out rate in high schools?
• What should be done about overcrowded classrooms?
• Is corporal punishment an effective way to discipline children?
• Are after-school activities important for students?
• What is the best way to deal with bullying in schools?
• How can we make sure all children receive a well-rounded education?
• What is the best way to teach childrenabout sex education?
• Should schools be teaching financial literacy?
• How can we make sure all students have access to technology?
• What is the best way to deal with cheating in schools?
• Should schools be teaching character education?
• How can we make sure all children are physically active?
• Should schools be doing more to promote healthy eating habits?
• What is the best way to deal with disruptive students in class?
• How can we improve teacher training and professional development?
• What is education policy in your country?
• Is your country’s education system effective? Why or why not?

Controversial Education Debate Topics

• Is homeschooling a good or bad idea?
• Should schools be allowed to teach creationism alongside evolution?
• Is it necessary for all students to learn a foreign language?
• Should the school day be shorter or longer?
• Should students be required to wear uniforms?
• Are charter schools a good or bad idea?
• Should schools be more focused on academics or on extracurricular activities?
• How much homework should students be given?
• Should teachers be armed in schools?
• Should prayer be allowed in school?
• Are year-round schools a good idea?
• Is it a good idea to have standardized tests?
• Should sex education be taught in schools?
• Should evolution be taught in schools?
• Should the drinking age be lowered to 18?
• Should students be allowed to grade their own work?
• Is competition among students a good thing or a bad thing?

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Top controversial topics in education and why we shouldn’t ignore them.

Controversial topics in education. It’s not something you see often, but sometimes an issue arises that forces teachers to take a stand.

The educational system is constantly changing and evolving. Curriculum updates, improved standards, and grant money can all impact how a classroom (or entire district) is run.

Some controversial topics in education put educators on two sides of the spectrum — at odds over which school of thought is right. It’s not always easy or comfortable to discuss “taboo” topics. But that doesn’t mean these issues should go unaddressed.

Without debate, you lack change. And change is part of growth — both personal and professional. Here are some of the most controversial topics in education that can’t be ignored.

Common Core Curriculum

For those unfamiliar with the common core curriculum, here’s a quick rundown. Common core is a set of high-quality academic standards which outline exactly what students should know at each grade level.

Standards span several subjects including math, English, literacy, and language arts. These standards guarantee all students graduate high school with the skills and education needed for college. Or, at least that’s their purpose.

Whether or not common core standards are actually a positive addition to the education system is up for debate. Here are a few of the pros and cons.

When it comes to leveling the playing field, common core standards ensure continuity across all districts. Students throughout the nation are learning the same skills and lessons at the same time.

Common core builds on the top standards within each district, not the bottom. This helps even top-rated schools see continued improvements.

While the common core curriculum is about consistency, it still allows room for diverse groups and populations to succeed. Because educators designed this curriculum for educators, it relies on practical classroom applications.

But not everyone’s convinced that the common core curriculum is the best approach for students or districts as a whole. While the premise is that the curriculum offers adjustments and “wiggle room” for diverse populations, it’s not designed to accommodate all groups, nationally.

The curriculum is also most successful in the right atmosphere — a district with adequate funding and high-achieving students.

The common core curriculum is a government-funded program. That funding is then passed onto the school systems that adopt it. If you want access to the grant money, you must adhere to the program guidelines.

On the grand scale, the common core curriculum can’t guarantee an improvement in test scores. It also creates a seemingly “one size fits all” approach to teaching, which goes against the ideology that every student is unique.

School Choice

Schools offer a sense of community. Something is comforting about your child moving up the ranks from elementary to upper-level schools within your town. But the introduction of school choice is shaking things up.

Depending on the district requirements, students at various grade levels have the opportunity to attend an out-of-district school.

So, why are parents opting their kids out of district? And what does it mean for the school system? Let’s take a look.

Why Parents Are Using School Choice…

One of the main reasons parents opt for school choice is they feel the current school system is doing their child a disservice.

Whether it’s because the district’s test scores are low or the parent doesn’t like the curriculum, they have the option to move their child.

But there are other, more plausible, reasons for using a choice school. Students with special needs or interests may not have access to the resources and education they want or require.

Certain schools specialize in teaching specific skills or using a certain teaching method. In some cases, parents want their child enrolled in a specific athletic program.

This is where the debate comes into play. Some people believe the child should thrive within their own district and utilize those resources. Others believe it’s a parent’s right to fight for the quality education their child deserves.

And how do teachers and administrators feel about school choice?

…And Why Educators Don’t Like It

It’s simple math, really. Lower enrollment means less funding for the school.

And the more students that leave the district for “better” education, the worse it looks for the school system.

Every district receives a portion of state funding for each child enrolled. When a parent uses school choice to send the student elsewhere, that funding goes with them. That means not only is the current district losing a student but much-needed funds as well.

Low enrollment usually means budget cuts. So, how can a district struggling to retain students make improvements with little to no money?

The controversy over school choice creates a catch-22 scenario. Students are entitled to leave and find a quality education out of the district. But without adequate funds, that district can’t better its programs to attract students back.

Social-Emotional Learning (SEL)

Now more than ever, teaching to the whole child is a practice in most classrooms. But what exactly does it mean?

Adopting the social-emotional learning ( SEL ) approach means stepping outside of the purely academic parameters that guide most educational systems. Students are more than brains and bodies to fill with information.

They have feelings, needs, and personalities that should be fostered and respected. The old adage, “you get more bees with honey than vinegar,” can be applied here.

Some educators believe all students should meet the standards and do so using the same teaching approach across the board. That there’s no room (or time) for making adjustments or “coddling” them.

Other, more open-minded, educators understand the importance and proven success when teachers pay close attention to student’s social and emotional development.

What Does SEL Focus On?

Before you can make a judgment about whether or not SEL is a valid teaching approach, you need to understand its principles and purpose.

SEL is designed around five main ideas:

• Self-awareness
• Social awareness
• Self-Management
• Relationship skills
• Responsible decision making

What’s clear from looking at these concepts, is that SEL focuses on teaching students life skills. Not only that but when a child (and teacher) are better in tune with the student’s emotions and ability to control thoughts and behaviors, learning is enhanced.

Sadly, mental disorders and disturbances in children and young students are on the rise. But SEL learning isn’t only for those students diagnosed with social and emotional issues.

Developing these skills in all young adults can be instrumental in future success. There are few who fight against SEL . But those who do attack the methods of SEL not the premise of its implementation.

Things like mindfulness, meditation, and other “unconventional” means can spark controversy among some long-time educators.

Online Education and Resources

Technology in the classroom is a debate of the past. Even though it caused some controversy when it first emerged, technology is now a staple in classrooms across the country and world.

But what about using online tools for educational purposes? Things like discussion boards, online learning centers, and even homework assignments, can all be done on the computer.

While this is a convenient and invaluable resource in the eyes of some teachers, others find it too impersonal. Here are both sides of the debate.

Advocates for Online Education

Online courses make education available to anyone. Whether you’re a recent graduate looking to better yourself, someone seeking certification, or a student studying abroad, the internet makes anything possible.

But even aside from the actual online courses available, more and more educators are utilizing online resources for students as young as elementary school.

Teachers can have students email their assignments in. Discussion boards allow for collaboration among classmates. Online databases and educational sites offer interactive lessons for students.

Hybrid college courses are designed specifically around the use of online education. Half the semester’s classes are in the classroom, while the other half are completed online.

With the introduction of video chat, students can interact with one another and their teacher in real-time. Video chat is also available across time zones, opening up the possibility for more cultural experiences in the classroom.

The Downside to Online Education

Most naysayers to online education feel it’s impersonal. For some, seeing a teacher or classmate in real-time on the screen isn’t enough. Online education takes interaction out of the learning experience.

Parents argue that online homework assignments make it difficult for them to track student progress. Some guardians want tangible evidence that their child is completing their homework assignments.

While a somewhat archaic belief, if papers aren’t coming home in the child’s backpack, some parents wonder how much work is truly being done?

There’s also a generation of parents and guardians out there who aren’t tech-savvy. This makes it difficult for them to log into parent portals to check student grades and communicate with the teacher.

Another concern is online safety. As resourceful as the internet is, it’s also a source of bullying and other dangers. Teaching online safety to students is one way to combat this concern.

Approach Controversial Topics in Education with an Open Mind

People are passionate about education. Whether you’re an educator yourself, a parent, or a student, controversial topics in education can create quite the uproar.

One thing to remember is that the purpose of education is what’s best for the student. This sometimes means putting your pride and feelings aside to act in the best interest of the child.

But that doesn’t mean you have to dismiss your opinion. Have something to contribute to these debates? Comment below!

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Home / Learning / Challenges And Controversial Issues In Special Education Today

Challenges And Controversial Issues In Special Education Today

Delve into the turbulent currents of today’s Special Education landscape. Explore the battlegrounds of inclusion, the intricate dance of diagnosis, and the technological revolution’s disruptive impact. Controversial Issues in Special Education Today takes you on a thrilling roller coaster ride through the hot-button topics that ignite fiery discussions and challenge the status quo. Brace yourself for a thought-provoking journey into the heart of educational controversy.

The landscape of special education is continually evolving, shaped by societal changes, advancements in research, and shifting educational paradigms.

This evolution has given rise to various controversial issues that demand careful consideration. In this brief introduction, I will provide an overview of these emerging challenges within the field of special education .

One of the primary issues is the ongoing debate over inclusive education. While it aims to provide equal educational opportunities for students with disabilities in mainstream classrooms, it raises questions about whether it adequately addresses the diverse needs of these students.

Additionally, the assessment and identification of students with disabilities have been a subject of contention, with concerns about overdiagnosis or underdiagnosis.

Furthermore, the role of technology in special education has generated debates regarding its potential benefits and drawbacks.

The increased use of assistive technology and online learning platforms has prompted discussions about accessibility and the effectiveness of these tools in meeting individual learning needs.

Inclusion Vs. Segregation Study

In the ever-evolving landscape of special education, a heated and persistent debate revolves around the most effective approach for educating students with disabilities.

This profound discussion centers on the dichotomy between inclusive classrooms and specialized settings, each with its own set of proponents and arguments.

Inclusive Classrooms

• Equality and Diversity: Advocates for inclusive education passionately assert that diversity within the classroom is not only a strength but also a reflection of society’s values. Inclusion champions equality, ensuring that students of all abilities share the same learning space.
• Social Integration: A core tenet of inclusion is the belief that students with disabilities benefit from interacting with their typically developing peers. Proponents argue that this social integration can lead to improved social skills and a sense of belonging.
• Legal Mandates: In many countries, laws and regulations mandate inclusive education. These legal frameworks are seen as essential in upholding the principle of equal access to education for all students, regardless of their abilities.

Specialized Settings

Tailored support.

Advocates of specialized settings contend that these environments can offer a higher level of tailored support for students with complex needs. The argument is that such settings can better address the specific challenges that certain students face.

Reduced Distractions

It is posited that specialized settings can provide a less distracting learning environment, particularly beneficial for students with sensory sensitivities or attention-related issues.

Individualized Education

In specialized settings, individualized education plans (IEPs) can be meticulously crafted to cater to the unique and specific requirements of each student. This individualized approach is perceived as crucial for meeting the diverse learning needs within the special education spectrum.

Restraints And Seclusion In Special Education

In the realm of special education, the subject of utilizing restraints and seclusion techniques for managing challenging behaviors has stirred significant controversy and raised ethical and safety concerns that warrant a thorough examination.

This multifaceted issue compels us to delve deeper into the intricate web of implications surrounding the practice.

Ethical Considerations

• Dignity and Respect: Critics vehemently argue that the application of restraints and seclusion can potentially infringe upon a student’s inherent dignity and respect. Subjecting a student to such measures may be seen as degrading and inhumane, causing emotional and psychological harm.
• Autonomy and Consent: A central ethical concern revolves around the question of autonomy and informed consent. When these techniques are employed, students may have limited agency and input in the decision-making process, leading to questions about their rights and personal autonomy within the educational context.
• Potential for Trauma: There exists a compelling concern regarding the potential for trauma. Encounters with restraints and seclusion can be profoundly distressing for students, potentially resulting in long-term psychological and emotional consequences.

Safety Considerations

• Physical Safety: While restraints and seclusion may be implemented with the intention of maintaining physical safety, there are inherent risks involved. Misapplication or excessive use of these techniques can lead to physical harm, not only for the students but also for the staff responsible for their implementation.
• Staff Training: The effective and safe use of restraints and seclusion hinges on the competence and preparedness of staff members. Inadequate training can lead to unintended consequences, including accidents or incidents that escalate rather than resolve.
• Legal Implications: Many regions have established legal regulations governing the use of restraints and seclusion in educational settings. Failure to adhere to these regulations can carry legal consequences for educational institutions, further emphasizing the gravity of the matter.

Balancing the imperative of maintaining safety within special education settings with the ethical quandaries surrounding restraints and seclusion remains an intricate and contentious undertaking.

Ongoing dialogue, rigorous examination, and a commitment to finding alternative, less intrusive strategies are vital components of addressing the complex ethical and safety considerations inherent to these practices.

Psychotropic Medications In Educational Settings

In the realm of special education, the use of psychotropic medications to address behavioral and emotional challenges in students has emerged as a topic of intense debate, sparking concerns and ethical dilemmas.

This complex issue warrants a comprehensive exploration, delving into the various dimensions of the controversies surrounding the administration of psychotropic medications in educational settings.

Overreliance On Medication

One of the prominent controversies centers on the perception of an overreliance on psychotropic medications as a convenient and expedient solution for managing behavioral issues in students.

Critics argue that this approach may overshadow the significance of identifying and addressing underlying psychological, emotional, or environmental factors contributing to a student’s challenges.

Long-Term Effects And Developmental Considerations

A paramount concern pertains to the potential long-term effects of psychotropic medications, particularly when administered to children and adolescents.

The use of these medications in developing brains has raised questions about their safety, potential side effects, and the impact on a student’s overall cognitive and emotional development.

Informed Consent And Ethical Complexities

The administration of psychotropic medications in special education often involves minors, introducing a complex ethical dimension.

Questions arise regarding informed consent when parents or legal guardians make decisions on behalf of students who may not possess the capacity to fully understand the implications of medication.

Ethical concerns also extend to the student’s autonomy and the potential for coercion in medication decisions.

Exploring Alternatives To Medication

Advocates for alternative approaches emphasize the need to prioritize non-pharmacological strategies for managing behavioral and emotional challenges.

These alternatives may include behavioral interventions, counseling, therapy, and environmental modifications.

Proponents argue that exploring these avenues before resorting to medication is crucial for understanding the underlying causes of the student’s difficulties.

Stigmatization And Social Implications

The use of psychotropic medications can carry a stigma, potentially resulting in labeling and discrimination against students.

This stigma may have a profound impact on the student’s self-esteem and social integration within the educational environment. The fear of being labeled as “medicated” can deter students from seeking help or disclosing their struggles.

Lack Of Standardization And Consistency

Critics of the current practices in prescribing psychotropic medications for students with special needs point to a lack of standardized guidelines within the field of special education.

The absence of clear protocols raises concerns about inconsistencies in practice, the potential for misdiagnoses, and variations in the quality of care received by students across different educational settings.

Funding And Resource Allocation  

The allocation of funding and resources within the realm of special education is a complex and often contentious issue. In this discussion, we will delve into the challenges and considerations that surround this crucial aspect of providing quality education to students with special needs.

Limited Funding Sources

• Insufficient Funding: One of the primary challenges in special education is the chronic issue of insufficient funding. Special education programs often require additional resources and support, but they frequently operate with constrained budgets.
• Dependence on Public Funding: Many special education programs heavily rely on public funding, which can be inconsistent and subject to budget cuts during economic downturns. This reliance on public funds poses a vulnerability to the stability of these programs.

Resource Allocation Dilemmas

• Equitable Distribution: Ensuring equitable resource distribution among students with diverse needs is a significant challenge. Schools must allocate resources based on the unique requirements of each student, which can be logistically and ethically complex.
• Balancing Inclusion and Specialization: Striking the right balance between inclusive education in mainstream classrooms and specialized settings can be challenging. Decisions about resource allocation must consider the best approach for each student’s individual development.

Personnel And Training

• Shortage of Qualified Personnel: A critical challenge in special education is the shortage of qualified teachers and support staff. The demand for skilled professionals often exceeds the available workforce.
• Ongoing Training Needs: Effective resource allocation should also address the ongoing training needs of educators and support staff. Keeping them updated with the latest methodologies and strategies is essential for delivering quality special education services.

Legal And Ethical Considerations

• Legal Mandates: Legal requirements, such as the Individuals with Disabilities Education Act (IDEA), dictate that students with disabilities receive a free and appropriate public education. Compliance with these mandates can place additional financial pressures on schools and districts.
• Ethical Responsibilities: Ethical considerations come into play when resource allocation decisions impact students’ access to quality education. Ensuring that all students have an equal opportunity to succeed is a moral obligation.

Parental Involvement And Advocacy

• Parental Advocacy: Parental involvement and advocacy play a pivotal role in securing resources for their children. Parents often have to navigate complex bureaucracies and advocate for the services their children require.
• Disparities: Disparities in advocacy and resources can exist, with well-informed and empowered parents potentially having an advantage in securing necessary support.

Teacher Shortage And Qualification

The shortage of qualified special education teachers has significant implications for both students with special needs and the education system as a whole. In this detailed examination, we will explore the multifaceted impact of this critical issue.

Limited Access To Quality Education

• Resource Constraints: The shortage of qualified special education teachers often results in larger class sizes and reduced individualized attention for students with disabilities. This can hinder the quality of education they receive.
• Uneven Distribution: Teacher shortages are not uniform across regions, leading to disparities in access to specialized educators. Rural and underserved areas are often hit hardest by this issue.

Increased Workload And Burnout

• Heavy Workload: The shortage of special education teachers places an immense workload on the existing educators, who are often required to manage caseloads far larger than recommended.
• Emotional Toll: The emotional demands of teaching students with disabilities, coupled with the pressure of addressing diverse needs, can lead to high levels of burnout among educators.

Inadequate Support For Diverse Needs

• Complex Needs: Students with disabilities often have complex needs that demand specialized expertise. The shortage of qualified teachers can result in students not receiving the specific support they require.
• Inclusion Challenges: The push for inclusive education is further complicated when there aren’t enough trained teachers to support students with disabilities effectively in mainstream classrooms.

Impact On Student Outcomes

• Academic Achievement: Research indicates that students with disabilities achieve better outcomes when taught by qualified special education teachers. The shortage can compromise their academic progress.
• Social and Emotional Development: Specialized educators play a crucial role in fostering social and emotional development in students with disabilities. The shortage can limit opportunities for these students to develop these essential skills.

Budgetary And Administrative Strain

• Hiring Difficulties: Schools and districts often face challenges in recruiting and retaining qualified special education teachers. The recruitment process can be costly and time-consuming.
• Financial Impact: The shortage can result in higher salaries and incentives to attract and retain qualified teachers, straining already tight education budgets.

Increased Reliance On Paraprofessionals

• Use of Paraprofessionals: To cope with the shortage, schools may rely more on paraprofessionals who may not have the same level of training and qualifications as certified special education teachers.
• Quality Concerns: While paraprofessionals provide valuable support, their use as primary instructors can raise concerns about the quality of education provided to students with disabilities.

Continual Policy and Advocacy Efforts

• Policy Reforms: Addressing the shortage of qualified special education teachers requires sustained policy efforts to attract individuals into the field, improve teacher preparation programs, and offer incentives for educators to work in underserved areas.
• Advocacy Initiatives: Special education advocacy groups play a crucial role in raising awareness of the teacher shortage issue and advocating for solutions at the local, state, and national levels.

Legislation And Compliance In Special Education

The Individuals with Disabilities Education Act (IDEA) has played a pivotal role in shaping the landscape of special education in the United States.

In this analysis, we will explore the historical development and key amendments of IDEA, highlighting its profound impact on special education.

Origins And Historical Context

• Education for All Handicapped Children Act (1975): IDEA’s precursor, the Education for All Handicapped Children Act, was enacted in 1975. It was a landmark law that mandated a free and appropriate public education (FAPE) for all students with disabilities.
• Closing Educational Gaps: This legislation aimed to address the educational disparities faced by children with disabilities, ensuring they had access to the same educational opportunities as their peers without disabilities.

IDEA 1990: A Pivotal Amendment

• Renaming and Expansion: IDEA underwent a significant transformation in 1990 when it was renamed the Individuals with Disabilities Education Act. This amendment expanded the scope of services and protections for students with disabilities.
• Inclusion Mandate: IDEA 1990 introduced the concept of inclusive education, emphasizing the importance of educating students with disabilities in the least restrictive environment alongside their non-disabled peers.

IDEA 1997: Greater Parental Involvement

• Parental Participation: The 1997 amendments to IDEA further strengthened the role of parents in the decision-making process regarding their child’s special education services. It emphasized collaboration between parents and educators.
• Individualized Education Plans (IEPs): IDEA 1997 emphasized the development of Individualized Education Plans (IEPs) as a cornerstone of special education, ensuring that each student’s unique needs and goals were addressed.

IDEA 2004: A Comprehensive Overhaul

• Accountability and Assessment: The 2004 reauthorization of IDEA placed a stronger emphasis on accountability in special education. It introduced measures for assessing and improving educational outcomes for students with disabilities.
• Highly Qualified Teachers: IDEA 2004 required that special education teachers be highly qualified, ensuring that educators possessed the necessary skills and expertise to meet the diverse needs of students with disabilities.

Key Components Of IDEA

• Free and Appropriate Public Education (FAPE): IDEA guarantees all eligible students with disabilities access to a free and appropriate public education, tailored to their individual needs.
• Least Restrictive Environment (LRE): IDEA emphasizes the placement of students in the least restrictive environment where they can succeed, promoting inclusive education whenever possible.
• Procedural Safeguards: The law provides parents and students with certain procedural safeguards, such as due process rights and the right to dispute decisions regarding special education services.

Ongoing Impact And Challenges

• Improved Outcomes: IDEA has significantly improved educational outcomes for students with disabilities, increasing graduation rates and access to post-secondary education and employment opportunities.
• Funding and Compliance Challenges: Despite its successes, IDEA has faced challenges related to funding shortages and compliance issues. Meeting the law’s requirements can be resource-intensive for schools and districts.

The controversial issues within the realm of special education , including debates over inclusion versus segregation, the use of restraints and seclusion, psychotropic medication administration, funding and resource allocation, teacher shortages, and the evolving Individuals with Disabilities Education Act (IDEA), are deeply complex and multifaceted.

These challenges demand informed, compassionate, and holistic responses from educators, policymakers, parents, and advocates alike.

While these issues may present formidable hurdles, they also offer opportunities for innovation, collaboration, and progress in the field of special education.

By engaging in open dialogue, advocating for policy reforms, and embracing evidence-based practices, we can work collectively to advance the cause of equitable and inclusive education for all, ultimately improving the lives and futures of students with disabilities.

Frequently Asked Questions

Why is there a shortage of qualified special education teachers.

The shortage is due to factors such as high demands, limited teacher preparation programs, and challenges in recruiting and retaining educators.

How has the Individuals With Disabilities Education Act (IDEA) evolved over time?

IDEA has evolved through amendments to expand services, enhance parental involvement, and increase accountability in special education.

What Are Some Key Ethical Concerns?

Ethical concerns include issues related to student dignity, autonomy, and the potential for emotional trauma.

What Is The Significance Of The Least Restrictive Environment (LRE)?

LRE emphasizes placing students in the educational setting that is least restrictive and most appropriate for their individual needs.

How Does The Shortage Of Qualified Special Education Teachers Affect Students?

It can lead to larger class sizes, reduced individualized attention, and disparities in access to specialized educators, impacting the quality of education for students with disabilities.

https://www.jdsupra.com/legalnews/top-10-special-education-issues-for-the-8352586

https://orilearning.com/special-education-problems-we-are-not-solving

https://web.teachtown.com/blog/special-education-challenges

https://www.twinkl.com/blog/issues-in-special-education

https://medium.com/in-fitness-and-in-health/the-challenges-with-special-education-c2afe9a0ae20

https://files.eric.ed.gov/fulltext/EJ1296259.pdf

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People camp out overnight for oklahoma state board of education meeting.

Ryan Walters was on KOCO 5 News at 9 on Wednesday, during which he discussed the Biden administration's new Title IX rule

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Concerned parents are waited for the latest Oklahoma State Board of Education meeting to start on Thursday as education leaders are expected to discuss controversial topics.

| MORE | Ryan Walters says Oklahoma will continue to enforce bathroom laws in schools

The agenda for Thursday's meeting has items regarding accreditation status for Tulsa Public Schools and discussions on teacher certifications. But people waiting for the meeting to start have been focused on the controversial issues that have made headlines – like race and gender in schools and how State Superintendent Ryan Walters says Oklahoma will not comply with a new Title IX rule.

Walters was on KOCO 5 News at 9 on Wednesday, during which he discussed the Biden administration's new Title IX rule barring schools from banning transgender students from using the bathroom that aligns with their gender identity.

"We have sent him a letter. We have sent the secretary (of education) a letter saying we will not comply with this. We have sent all the schools a letter telling them not to comply with this," Walters said. "This is completely illegal and an unconstitutional rule. It endangers our girls."

Carey Warner, a parent waiting for the meeting to start, told KOCO 5 that they were "appalled that our state superintendent took to social media and basically called for all local superintendents to ignore the president of the United States. It's un-American."

Some people waiting to attend the meeting said they agree with Walters wanting to remove diversity, equity and inclusion programs. Others said they feel Walters is targeting transgender students in Oklahoma schools.

Get the latest news stories of interest by clicking here.

A Walters supporter added that he feels like "we are losing our country."

"I feel like we are losing control of a lot in this country," Bryan Morris said. "I feel like we are losing our country. I feel like we are in a culture war. Feel like if we don't speak up and stand up, we could lose our whole nation."

People have camped out since Wednesday night to secure their spot at the meeting, which is started at 9:30 a.m.

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The role of universities in public discourse: What HKS’s faculty experts say

Three HKS experts offer their views on when, how, and even if universities should offer statements on controversial issues.

Should universities take positions on public issues? It is a hotly debated question that has been the focus of Congress, the media, and scholars since the October attack on Israel by Hamas. It is also the topic of the first Dean’s Discussion of the spring semester. Harvard Kennedy School Dean Doug Elmendorf created the series seven years ago to foster dialogue between faculty on subjects just as timely—and as fraught—as this one.  

Three HKS professors offered their views: Mathias Risse , the Berthold Beitz Professor in Human Rights, Global Affairs and Philosophy and director of the Carr Center for Human Rights Policy; Stephen Walt , the Robert and Renee Belfer Professor of International Affairs; and Cornell William Brooks , the Hauser Professor of the Practice of Nonprofit Organizations and professor of the practice of public leadership and social justice. The discussion was moderated by Sarah Wald , senior policy advisor, chief of staff, and adjunct lecturer in public policy.

“A university starts to undermine its unique contribution to a liberal society as soon as it represents its position as the expression of the collective body.”

Stephen walt.

Right away, the complexity of the issue became apparent. Walt, who has written about this very dilemma, began by defining what an institutional statement is, using the 1967 Kalven Report , which laid out the University of Chicago’s policy on weighing in on social or political issues, as his guideline. “When I talk about whether or not universities should be taking political stances or positions as an institution, I usually mean the burning social and political questions of the day,” he said. “A university starts to undermine its unique contribution to a liberal society as soon as it represents its position as the expression of the collective body.”

Neutrality, Walt pointed out from the report, encourages “the fullest freedom for its faculty and students as individuals to participate in political action and social protest” without coloring the dialogue.

Brooks challenged a neutral stance. “I think it’s important for us to appreciate the fact that neutrality can be understood in critical moments as silence, as a conscious decision not to speak,” he said. “If you choose not to speak, you are advocating silence.” He further argued that commenting on important issues is a way to support the community. “Read the university statements that a dean or president issued as expressions of comfort and compassion. And every leader knows that in these critical moments, if you choose not to speak, it is an abdication of leadership.” Addressing important issues, Brooks continued, supports a community and encourages robust dialogue. “What is foundational to the academic world is community.”

Suggesting that neutrality is often an illusion in today’s media landscape, Risse argued that while institutional statements should be rare, they are needed to support values.  “One way or another, the university does or fails to do certain things and thereby takes a stance. For instance, refusing to divest is not neutrality, it’s taking a stance. So, neutrality then becomes lack of transparency,” he said. “Harvard has a history of accountability, and an important role in influencing public opinion,” he noted. “The fact is that through the operations of the University, through the many ways in which we are these days globally integrated, the University takes a stance on any number of things every single day.”

Despite the repeated references to the Kalven Report and its Vietnam War-era findings during the discussion, there were plenty of current examples for the panelists to examine.

“If you’re concerned about the situation after October 7th or the situation in Gaza, great, but what about Sudan? What about what’s happening in Burma?” asked Walt. “University deans and presidents end up responding to whoever the loudest voices were, the people who got inside the room, the people who happen to have connections to the folks in power. And I think that’s not where university leaders want to be and it’s not going to encourage the kind of wide-ranging inquiry that actually can interrogate situations of injustice in a more thoughtful way.”

“I think it’s important for us to appreciate the fact that neutrality can be understood in critical moments as silence, as a conscious decision not to speak.”

Cornell william brooks.

Brooks cited another recent incident at Harvard, when outside groups targeted Black women at Harvard with plagiarism. “All of us support academic rigor. We are all opposed to plagiarism and academic fraud, in any form. But to apply a standard selectively, politically, to weaponize a standard to attack Black women has wide-reaching effects,” he said. “I hear from students that they don’t see this as a political game in which Harvard administrators are targeted. They see themselves as being intellectually stigmatized. So, silence in that moment, neutrality in that moment, has a price, right?”

And while Walt agreed the University should speak on issues that affect its structure, as in the example Brooks noted, he maintained that its voice does not represent the views of individuals: “It speaks as an institutional voice.”  

Wald, in moderating the discussion, picked up on the idea of the institution versus the individual, noting that all three faculty members express their views publicly: Risse discusses human rights issues in his classes, Walt writes opinion pieces for the media, and Brooks occasionally gets himself arrested for the causes he believes in. “Why is it important that something be done institutionally if you have a community in which every individual faculty member and student is completely entitled and encouraged to voice their opinion?” she asked.  

“It is of course a danger that individual faculty will feel stifled if the university takes stances,” Risse said. “But here two things will have to be true: the university should take views on matters that affect its own viability; and the university should make room for people to say whatever they could also say as citizens by American law when they leave the university premises, including lots of ugly things. The combination of these two will need to be made credible through good leadership.”

“The most thoughtful leaders tie the story itself to the political narrative, to the institutional narrative,” Brooks answered. He pointed to the 2020 court case where then-president of Harvard Lawrence Bacow used his own history to argue in favor of overturning a U.S. government policy to ban international students from attending college in the United States. “Not only did he relate his personal immigration story,” said Brooks, “He then reached out to the president of MIT, and they conspired to bring litigation, which was successful. It was seen as not only a legal message in terms of the ability of immigrant students to study at Harvard and other universities, but it was understood in the country as a moral message.” While the individual voices at Harvard are valuable and necessary, he added, they are not sufficient when it comes to critical issues: “People need to hear from the University and no other voice can be substituted for that.”

“The university as such should take views on matters that affect its own viability; and the university should make room for people to say whatever they could also say as citizens.”

Mathias risse.

Louis Costa MPA 2024, in the audience, brought the discussion to a fine point by asking about universities protecting their image. “Are we conspiring to create this environment in which the image is more important than the voice?” he asked.

Brooks reminded the students, faculty, and staff at the event that Harvard is speaking “every time we put our work out into the world.”  

“I think the best leaders are concerned about reputation as opposed to branding. Reputation is built over time,” he said. “And recently I think some of what we are grappling with is the degree to which we speak with consistency over time, anchoring our values over and over again,” he continued.  “It doesn’t mean you inoculate yourself from criticism, but you’re able to weather criticism.”

The next and final Dean’s Discussion of the semester will be held on May 1 and will address the relationship between academic freedom and diversity, equity, inclusion, and belonging.  

Photography by Jessica Scranton 

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Controversial Topics in the Classroom – Critical Pedagogy for Deep Engagement

March 21, 2023 @ 12:00 pm - 2:00 pm edt.

This workshop explored best practices in crafting and implementing engaging discussions, as well as how to lead and moderate controversial and hot discussion topics through an equity-minded and trauma-informed lens.

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