Discussion Guidelines

Sensitive topics can be addressed purposefully or may emerge spontaneously in a classroom or learning setting. The following are a brief set of suggested guidelines for addressing high-stakes content with students in a high school or college-level setting.

For planned discussions

• Identify a clear purpose
• Establish ground rules*
• Provide a common basis for understanding
• Create a framework to maintain focus and flow
• Be an active facilitator
• Summarize the discussion and gather student feedback
• Be aware of resources available in your learning space (school/college) and/or community resources for any needed follow up or student support.

Spontaneous or unexpected discussions (When “hot topics” emerge)

• Acknowledge the student who raised the issue or topic
• Assess your own willingness and readiness to address the topic in that moment and to what extent
• Keep in mind the needs of the entire class and whether an extended, whole class discussion is productive for the moment.
• Assess whether other students want to add their views on the topic.
• If appropriate/ time permitting, establish a basic set of ground rules for discussion*

*Note: It may be necessary (and wise) to have an already established set of ground rules, built collaboratively by teacher/facilitator and student learners. Potentially establish these during week 1 of the learning semester.

For additional information, see the full resource document “Guidelines for Discussing Difficult or High-Stakes Topics”, from the University of Michigan, Center for Research on Learning and Teaching.