Author: Gabrielle Likavec – Teaching and Learning Consultant, Office of Curriculum and Instructional Support
Handling difficult conversations in higher education classrooms, especially in a politically and socially charged environment, can be one of the most challenging aspects of teaching. Faculty are often confronted with the task of navigating discussions where emotions run high, opinions diverge, and societal tensions seep into the classroom. This can be overwhelming, but it also presents a valuable opportunity to model civil discourse and encourage critical thinking in our students.
Universities have long been spaces for transformative conversations, particularly during periods of political tension, such as after the 2020 elections or recent events in the Middle East. These moments underscore the important role universities play in fostering dialogue and understanding. Faculty, positioned on the front lines, help students navigate these complex realities and connect them to their academic learning.
Why Facilitate Difficult Conversations?
It is crucial to recognize that difficult conversations are not just about your disciplinary content but about the skills we impart to students for engaging in a world that is diverse and often divided. As instructors, our role is not to dictate opinions but to facilitate a space where students can express differing viewpoints respectfully. In doing so, we teach them how to manage conflicts, understand opposing perspectives, and engage thoughtfully and evaluatively in critical discourse. These skills are essential for developing thoughtful, contributing members of society who are prepared to navigate complex, real-world issues.
According to the framework laid out in Crucial Conversations: Tools for Talking When Stakes Are High, a difficult conversation typically has three main elements: high stakes, varying opinions, and strong emotions. In these moments, how we manage the dialogue in our classrooms can have a lasting impact on students’ intellectual growth and emotional well-being.
Strategies for Managing Difficult Conversations
1. Create a Safe Space
Before any tough conversation can productively take place, it’s essential to establish a classroom environment where students feel safe, respected, and confident that their viewpoints will be treated with care. Start by working with students to create ground rules that emphasize respect and open-mindedness. This ownership encourages respectful engagement and reduces the chances of emotional escalation. Ground rules might include:
- Listening without interrupting
- Criticizing ideas, not individuals
- Avoiding inflammatory language
- Connecting back to course concepts when possible
Recognize that students’ opinions are often deeply personal and influenced by experience, family, religion, or moral beliefs. By acknowledging these connections, you can approach sensitive topics with more empathy and help students navigate them without feeling personally attacked or vulnerable. Make your learning goals clear from the start, explaining why the conversation is important within the context of your course and how it aligns with the learning outcomes.
When preparing students for difficult conversations, begin with topics that are less charged to build trust. Reflect on these discussions before transitioning to more challenging issues. Acknowledge that while these conversations may be uncomfortable, they are crucial for personal and academic growth.
To further support students, consider assigning pre-discussion homework. This allows them to reflect on their views logically before engaging in conversation. Also, model disciplinary approaches to discussions, guiding students on how to structure arguments and use evidence effectively.
By fostering a safe, structured, and respectful environment, you can help students navigate difficult conversations thoughtfully and constructively, preparing them for critical engagement beyond the classroom.
2. Facilitation, Not Persuasion
In order to guide students in discussion without trying to influence their opinions, we must foster communication, provide structure, and ensure that all perspectives are heard. Faculty should resist the urge to correct or “save” students when their views appear controversial or uncomfortable. Instead, the goal is to help students express themselves fully while maintaining the boundaries of respectful discourse.
To achieve this, use strategies like “getting all the information on the table” without judgment. Let students openly present their feelings and viewpoints and discourage any evaluation or dismissal of these perspectives during this stage. Encouraging civil discourse requires patience and commitment to let the conversation unfold naturally. This does not, however, mean that anything goes. Following the previously established ground rules is crucial to maintaining a productive discussion, particularly at this stage.
3. Provide Structure for Evaluating Information
Once students have shared their viewpoints, the next step is to evaluate these ideas critically. This stage is crucial for helping students develop analytical thinking skills and move beyond emotional responses. One effective approach is to ask students to question their assumptions and examine the evidence behind their claims. A method like the CER framework (Claim, Evidence, Reasoning) is particularly useful in this context, requiring students to construct arguments backed by credible evidence.
But what if a student presents an ill-conceived argument or neglects to offer supporting evidence? In these situations, it’s important to maintain an encouraging tone while promoting critical thinking. Rather than dismissing the argument outright, you can affirm the student’s effort in articulating their position. Then, invite the student or the class to engage with the argument more deeply by critiquing it. In his article, “How to hold a better class discussion,” Jay Howard suggests you might say, “That summarizes one viewpoint well, but let’s play devil’s advocate for a moment. If you wanted to rebut this position, what evidence would you present?” This approach shifts the focus from attacking the individual to analyzing the idea, allowing for respectful discourse.
In cases where a student has not made a clear connection between their comment and the topic at hand, remain respectful and curious. Instead of highlighting the student’s confusion, you could frame your response as needing clarification yourself: “You’ve lost me there. Can you explain the connection between your point and the topic we’re discussing?” This method encourages students to articulate their thought process without feeling singled out or embarrassed. It also opens opportunities for classmates to step in and help bridge the gap, reinforcing a collaborative learning environment.
Probing questions is another valuable tool. They encourage students to interrogate the validity of their arguments and recognize the complexities involved in the topic. Questions like, “What assumptions are you making?” or “What evidence could challenge this claim?” push students to think more deeply about their positions. This critical evaluation is essential for fostering well-reasoned, informed opinions and preparing students to engage thoughtfully with difficult subjects inside and outside the classroom.
By structuring the evaluation phase with respect and thoughtful questioning, you help students engage more meaningfully with course material and cultivate an environment where civil discourse thrives.
4. Encourage Perspective-Taking
One of the most important lessons that can come from difficult conversations is the ability to understand and respect perspectives that differ from one’s own. In The Inclusive Mindset, Justin Jones-Fosu suggests that dialogue requires us to approach listening with a beginner’s mindset, without preconceived notions.
Perspective-taking not only deepens students’ understanding of the issue but also helps to humanize the conversation. In polarized environments, it’s easy for students to vilify those who think differently. By fostering empathy and requiring them to consider other viewpoints, you help them grow as thoughtful and engaged citizens. This can be done through structured activities like having students argue a position they disagree with or reflect on what a problem might look like from a different societal or cultural standpoint.
Handling “Hot Moments” in the Classroom
Despite our best efforts, there will be moments when discussions become heated, and emotions take over. These “hot moments” are often unpredictable, but they can also be some of the most powerful teachable moments if handled thoughtfully.
When tensions rise, consider pausing to assess the situation before reacting. Taking a moment to silently count to 10 or encouraging the class to take a few deep breaths before continuing, can help diffuse the immediate intensity of the situation. Another strategy is to move the discussion online or save it for the next class session, allowing for reflection and providing you with time to think about how best to guide the conversation productively.
If a student’s comment sparks tension, it’s important to give them a chance to clarify their meaning. Often, students do not intend to offend but may be struggling to articulate their thoughts. Asking them to rephrase their statement or explain their thought process can help uncover misunderstandings and allow for a more productive conversation. Depersonalizing disagreements—referring to them as “this disagreement about X” rather than “what Student A said vs. Student B”—can also help reduce defensiveness.
Building Reflection into the Process
After a particularly intense or challenging discussion, giving students time to reflect individually or collectively is crucial. Reflection can help students process what they’ve learned, consider different perspectives, and identify areas where they might still have questions or concerns. This can be done through a reflective writing assignment, a class discussion, or even a simple questionnaire where students can share what they appreciated about the conversation, what they learned, and what remains unresolved.
Conclusion: The Role of Faculty in Navigating Tough Conversations
Handling difficult conversations in higher education is not just about maintaining classroom decorum; it’s about helping students navigate the complexities of real-world issues. As educators, we have the responsibility to create spaces where students feel safe to explore their opinions, question their assumptions, and engage in meaningful discourse.
By focusing on creating a safe space, facilitating rather than persuading, encouraging perspective-taking, and providing structure for evaluating ideas, faculty can help students engage more deeply with difficult topics. And when “hot moments” arise, pausing, reflecting, and depersonalizing disagreements can turn a potentially divisive moment into a transformative learning experience. Through thoughtful dialogue, we prepare our students not just for academic success but for thoughtful, empathetic citizenship in an increasingly complex world.
References
Grenny, J., Patterson, K., McMillan, R., Switzler, A., & Gregory, E. (2022). Crucial conversations: Tools for talking when stakes are high. McGraw Hill.
Indiana University Bloomington. (n.d.). Managing difficult classroom discussions. Center for Innovative Teaching & Learning. https://citl.indiana.edu/teaching-resources/diversity-inclusion/managing-difficult-classroom-discussions/index.html
Howard, J. (2019). How to hold a better class discussion. The Chronicle of Higher Education. Retrieved from www.chronicle.com/interactives/20190523-ClassDiscussion
Jones-Fosu, J. (2021). The inclusive mindset: How to cultivate diversity in your everyday life. Peter Jones Publishing.
University of Michigan Center for Research on Learning and Teaching. (n.d.). Handling controversial topics in discussion. CRLT. https://crlt.umich.edu/tstrategies/tshctd