Resources for Teaching in an Election Year

Many faculty have questions about how to best prepare for potential challenging conversations leading up to and following this year's election. Below are some resources that may help you feel more confident navigating election-related discussions.

All faculty are encouraged to review the CSCU Guidelines for Freedom of Expression, Protests, and Speakers and Events. These guidelines define free speech and delineate the types of speech that are not protected. The guidelines also define hate speech and explain which forms of hate speech are protected by the First Amendment.

Deciding Whether or Not to Discuss the Election

In courses where the election directly connects to learning objectives and/or course content, discussing the election in class makes sense. Other courses can offer students a much-needed reprieve from thinking about the election--and an important sense of normalcy.

Whenever there is a significant event in the world that affects students, it can be helpful to make a simple statement of acknowledgment before diving into course content. You may wish to say something like, "I know many of us are thinking about the election, and I want to acknowledge that."(1)

In deciding whether or not to mention the election, you should consider whether you are able to regulate your own emotions and remain non-partisan. The "Navigating Politics" guide from MIT can help you reflect on why you want to discuss the election, how discussing it would align with the course learning goals, and whether you are prepared to facilitate conversations in ways that support all students and avoid harm. 

Maintaining Productive Conversations in Class

Faculty who plan to discuss the election in class (or teach content that is likely to result in students bringing up the election) should ensure that students are prepared in advance to engage in productive and civil conversations. Below are a few resources with tips for building community and inclusive behavior among students to get ready for these discussions.

• Preparing Your Classroom for Elections and Other Major Events: Tips from the University of Colorado Boulder on modeling non-partisanship and intellectual humility, structuring civil discourse, and establishing guidelines for discussion.
• Planning for Elections: Essential Considerations for the Classroom: Practical strategies from the University of Pittsburgh for acknowledging the significance of elections, acknowledging multiple perspectives and experiences, and acknowledging the role of constructive dialogue.
• Teaching During Tumultuous Times: Five brief videos from Temple University cover topics such as preparing for difficult conversations, knowing your triggers, slowing down hot button moments, and getting the class back on track.
• Difficult Dialogues: A guide developed by Vanderbilt University to help faculty feel more confident leading difficult dialogues by encouraging reflection on how such discussions connect with larger learning goals, and by providing specific strategies and resources for creating more productive conversations in their classrooms.
• Guidelines for Discussing Difficult or High-Stakes Topics: Suggestions from the University of Michigan on planning discussions around controversial topics and responding in the moment to hot-button issues.
• Strategies for Engaging with Difficult Topics, Strong Emotions, and Challenging Moments in the Classroom: A 9-page guide from the University of Oregon with suggestions for setting ground rules, activities for engaging emotions and discomfort, ways to respond to heated moments in class discussions, and ideas for syllabus statements about classroom climate, diversity, and inclusion.

Responding to Heated Moments in Class

The election and its aftermath may produce strong responses from some students, which can lead to comments that other students find hurtful or offensive and/or behaviors that are disruptive. MSU's Office of Inclusive Excellence recommends that when hot moments occur, faculty first take a moment to assess what just happened and take a breath before deciding how to respond. Then you should acknowledge the hot moment to the class and take steps to de-personalize it. MSU suggests that you avoid shaming a student (even when they have said something offensive) and instead say something like, "There are others who share this view. Why do some people think this way? Why to others disagree?" Alternatively, you can ask a student who has said something inflammatory, "Can you think of another way to say that?"(2)

One strategy for interrupting heated moments is to ask students to engage in a writing exercise, responding to the prompts such as:

• What do I know about this topic?
• What do I want to learn about this topic?
• What do I want to say about this topic?

Giving students time to write can help lower the temperature in the room - and provide you with a few minutes to think about next steps. You can then facilitate a class discussion - or collect the responses and review them later to decide how to respond in the next class session.

Columbia University also has tips for Navigating Heated, Offensive, and Tense (HOT) Moments in the Classroom.

Supporting Students

The election may cause some students to experience sadness, anxiety, fear, or other intense emotions. Faculty may wish to offer a little more flexibility on attendance or assignment deadlines for students who are struggling. In addition, Eastern has resources available that faculty can make students aware of.

• Counseling and Psychological Services (CAPS) offers confidential counseling for students dealing with anxiety, stress, or depression. 
• The Tell Somebody Report allows members of the university community to report concerning behavior from any student, staff, or faculty member. Reports enable the University’s Threat Assessment Team and/or Student Intervention Team to assess circumstances, enhance communication, and initiate appropriate responses to specific behavioral problems that may involve threats to the safety and security of the University community.
• Faculty who are unsure of how to handle a situation or are seeking guidance can reach out to either Michelle Delaney, Vice President of Student Affairs, at delaneymi@easternct.edu, or Kemesha Wilmot, Dean of Students, at wilmotk@easternct.edu. 

Reporting Bias Incidents

The Bias Incident Reporting Form provides a mechanism to report a bias-related incident, in which individuals are targeted or affected based on prejudice, stereotypes, or discriminatory attitudes related to characteristics such as race, ethnicity, gender, religion, sexual orientation, or other protected attributes.

Sources
(1) University of Pittsburgh Center for Teaching & Learning. Planning for elections: Essential considerations for the classroom.

(2) Thomas, N.L. (2026 October 27). There's still time to prepare for the morning after election day. Inside Higher Ed.