6000 Instruction

Controversial Issues 6144(a)

Board of Education Policy Regarding:
Instruction – Controversial Issues
Policy # 6144(a)
New: 4/18/2023
Supersedes/Amends:

Introduction

Open, constructive dialogue about issues of public concern is a hallmark of lifelong learning and responsible citizenship. This includes the discussion of controversial social, political, and economic topics and policies.

The Board of Education (Board) believes in the following principles, honoring teachers’ academic freedom as well as students’ individual identities:

1. The District shall create a safe, inclusive learning environment where students are able to participate freely in academic dialogue as speakers and listeners. The school environment shall be used to provide balanced information and ideas on issues of opinion so that students may formulate their own positions and opinions.

2. Schools and classrooms are an environment where students must feel safe. The District aspires to create a climate in which students consistently feel a sense of belonging and membership. Therefore, the schools must be a place free from a discourse that is intentionally harmful toward others or expresses hatred, bigotry, bias, or otherwise is reasonably intentionally hurtful to others.

It is the duty of the educational community to model for our students acceptance of diversity and respect for civil discourse. It is incumbent upon educators to establish an emotionally safe environment for students to explore new ideas. It is our role to teach varied ideologies and political perspectives; engage students in critical thinking; and facilitate students’ discovery of their own ideals and thoughts, all while modeling respectful dialogue and authentic inquiry. Schools and classrooms are an environment where students must feel safe.

At times, due to the nature of public discourse, educators may be reluctant to engage in discussion of controversial topics in an effort to avoid the perception of bias or judgment. Teachers must be keenly aware of their position of influence and that the classroom is not a forum to promote a particular political vantage point or ideology. As partners in our student’s education, we aspire to promote inclusive and respectful dialogue in our classrooms and corridors.

Definition of a Controversial Issue

An idea, viewpoint, or topic can be considered controversial if, “a number of people disagree with statements and assertions made in connection with the proposition. Issues that deeply divide a society, that generate conflicting explanations and solutions based on alternative value systems, are considered controversial.” The scope of issues that might be considered controversial is quite broad. The content of these issues may vary from local problems to issues international in scale.

P6144(b)

Instruction - Controversial Issues (continued)

Engagement of Students in Learning About and Discussing Controversial Issues

The inclusion of controversial topics in the curriculum helps to:

· Develop students’ critical thinking skills;

· Improve interpersonal skills, and

· Prepare students for their roles as contributors to a pluralistic democracy.

The productive treatment of controversial subjects demands a classroom climate conducive to the free expression of ideas. This should include the opportunity to hear a wide range of views, student freedom to express ideas in a respectful and constructive manner, and teacher willingness to discuss ideas. Additional considerations include the following:

A. Selection of Issues

Topics of classroom discussion should, first and foremost, always be driven to the District curriculum. In selecting discourse issues, teachers should also consider their students’ interest, experience, and expertise regarding the issue; the relevance of issues to their students’ lives; their students’ maturity level; and the significance of the issue to society.

B. Preparation for Discourse

Teachers should invest time to train their students in discourse and critical thinking techniques. Teachers and students cooperatively determine guidelines for interaction, and both realize that to establish a rhythm and flow of discourse will take practice and patience.

Engaging in discourse requires that teachers provide informational resources and that students have an opportunity to acquire background knowledge prior to the discussion. Background information may be provided through readings, lectures, films, guest speakers, or field trips.

C. Establish a Climate of Open Discourse

The creation of a respectful environment for student participation is one of the most important elements of successful discourse. Teachers should model appropriate discourse behaviors by carefully listening to and respecting students’ contributions. Teachers should tolerate widely divergent views and encourage the expression of them in order to establish a non-threatening arena for the exposition of ideas. Students must understand that they may not interrupt each other’s comments and that they may disagree without being disagreeable.

P6144(c)

Instruction - Controversial Issues

Engagement of Students in Learning About and Discussing Controversial Issues (continued)

D. Maintenance of Focus and Direction

District teachers should work to provide the necessary structure for constructive discourse. An agenda for the discussion might include defining the problem, summarizing and analyzing evidence, suggesting possible solutions, hypothesizing consequences of solutions, and relating the issue to the personal experience of the students.

E. Intellectual Balance, Encouraging Equal Participation

A primary role of the teacher in facilitating the learning of curriculum and moderating classroom discussions is to ensure that students are exposed to the full range of perspectives on any issue considered. Teachers should actively solicit a wide array of opinions about discussed issues and expose students to a fair hearing of competing points of view. To achieve a level of balanced participation it is often necessary to actively draw reticent students into the discussion and to limit the contributions of more outspoken students. The establishment of a participation system is generally helpful in addressing this problem.

F. Guiding Principles

Above all, the District objective is to allow students to figure out their views about, and stance on issues themselves. The Board believes effectively and responsibly addressing controversial issues in the educational process provides a unique opportunity to partner with families.

P6144(d)

Instruction

Controversial Issues (continued)

(cf. 0521.1 – Anti Racism)

(cf. 0521.2 – Commitment to Religious Neutrality)

(cf. 0523 – Equity and Diversity)

(cf. 1312 – Public Complaints)

(cf. 4118.21 – Academic Freedom)

(cf. 5131.911 – Bullying/Safe School Climate)

(cf. 5145.2 – Freedom of Speech/Expression)

(cf. 6141 – Curriculum Design/Development/Revision)

(cf. 6141.2 – Recognition of Religious Beliefs and Customs)

(cf. 6142 – Basic Instructional Program)

(cf. 6142.1 – Family Life and Sex Education)

(cf. 6142.10 – Health Education)

(cf. 6144.1 – Exemption from Instruction)

(cf. 6144.3 – Controversial Speakers)

(cf. 6145.5 – Organizations/Associations-Equal Access)

(cf. 6160 – Educational Resources and Material)

(cf. 6161 – Equipment, Books and Materials)

(cf. 6161.1 – Evaluation/Selection of Instructional Materials)

(cf. 6162.51 – Student Privacy/Surveys of Materials/Inspection of Materials)

(cf. 6177 – Use of Commercially Produced Video Recordings)

Legal Reference: Connecticut General Statutes

31-51q Liability of employer for discipline or discharge of employee on account of employee’s exercise of certain constitutional rights.

Academic Freedom Policy (adopted by Connecticut State Board of Education, 9/9/81)

Keyishian v. Board of Regents 395 U.S. 589, 603 (1967)

Garcetti v. Ceballos, (2006) 547 U.S. 410

Johnson v. Poway Unified School District, (2011) 658 F.3d 954 (9th Cir.)

Mayer v. Monroe County Community School Corporation, (2007) 474 F.3d 477 (7th Cir.)

Policy adopted:

cps 1/22

Curricular Exemptions

Equitable Identification of Gifted and Talented Students

Flag Display #6115.3

Homework

IDEA - Alternative Assessments

Media Center - Gifts of Library Materials #6163.11