The Challenge
A school’s current and prospective families value and evaluate not merely the academic strengths of the institution but also the degree to which they would feel welcome as community members. To address this, schools may feel it would be best to ignore or hide politics with the goal of building a wider tent, yet this could create situations that complicate enrollment and retention.
The literature is clear that controversial issues should be discussed in the classroom. In its 2013 position paper “Revitalizing Civic Learning in Our Schools,” the National Council for the Social Studies explains that the discussion of current events and controversial issues “provides opportunities to foster character and civic virtue—important civic dispositions that are the habits of the heart and mind conducive to the healthy functioning of the democratic system.”
Researchers advocate for a balanced approach in which teachers allow students to explore the details of the controversy, examine both sides, and develop their own voice. Yet in today’s age, especially in a year with another contentious presidential election, many may feel that the end result of addressing political controversy in Jewish day schools could be complicated and possibly disastrous, especially in the current climate with most Jewish day schools united around support for Israel and the release of the hostages.
Beyond possible teacher discomfort and potential parent complaints, there are broader issues that may accompany the teaching of current political and controversial issues, including recruitment and retention challenges, the labeling a school as “too progressive,” “too conservative” or other hyperbolic assumptive leanings, difficulty fundraising, and in some cases, threatening the school’s standing amidst the local community or the broader Jewish community. The delicate balancing act that schools need to perform around politics gets harder and harder by the week, and a gut reaction might be to avoid teaching about politics in order to avoid potential pitfalls. Yet this would hinder many day schools’ mission of developing intellectual curiosity and critical thinking.
The benefits of having students explore current controversial issues in the classroom can outweigh the potential detriments. By deliberately and productively teaching controversial political issues, students can develop critical thinking skills, improve oral and written communication skills, engage in perspective taking, strengthen democratic ideals, and develop reflective listening, tolerance and empathy. Schools need to carefully examine their approach to ensure that they are not creating a sterile learning environment. They need to actively engage students in civil political discussion because its absence could erode trust, allow students to engage improperly in the discussions, or create discomfort within the school. Including political controversies properly in the school can unify the community rather than create division.
The Data
It is important for schools to be well-versed in the current trends. In its analysis of surveys, the 2020 Pew Research Center study found that overall, 7 in 10 Jews identified as Democrats or leaning toward the Democratic party, with half describing their views as liberal. (It waits to be seen whether the post–October 7 landscape changes Jewish affiliations.) Sixty percent of Orthodox Jews described their political views as conservative, with 75% aligning or leaning with the Republican party. Conservative and Reform Jews are aligned more with the Democrats—70% and 80%, respectively. Regional differences also play a factor. Surveys from other independent organizations such as the Jewish Electorate Institute and the American Jewish Committee reaffirm that the “Jewish vote” is not monolithic, and schools should not ignore the reality that its student and parent population rarely, if at all, share identical views on political issues.
The Schoolwide Approach
First and foremost, teachers need to be properly equipped to teach political issues in the classroom. In many schools, social studies teachers teach the content and the school provides minimal guidance, aside from a mandate for “neutrality,” “respect” or “tolerance.” Teachers should remain the experts in teaching controversial political issues, but schools must take a more active approach in setting a vision of how to teach them. To do this, schools should follow these three important active steps.
Lean In
It is the responsibility of school leadership to lean in and ensure that the school is addressing controversial political issues and continuing to engage students whenever issues are prominently discussed in the greater community. This needs to begin with a conversation with school leadership, including departments that do not always involve themselves in curricular components of the school such as admissions, development and marketing. How to teach should be left to those responsible for the curricular aspects of the school, such as the principals, curriculum directors or department chairs, but as this will impact the entire school, the leadership needs to be involved.
Involvement can begin with a dedicated meeting in which people address their discomfort or questions. Leadership should stress a balanced approach and reinforce the importance of respectful conversations, and teachers need to be aptly prepared with the latest pedagogy and most accurate information. The last thing a school wants is the accusation that this is happening on the class level with no institutional structure or guidance. Or that teachers hear the message to avoid, and they are stuck when asked questions or accused of missing the opportunity to guide students. This will lead to a distrusting faculty and an angry parent contingency. Finally, leadership must then involve the curricular experts who are available to answer questions that impact the school at large.
Leadership needs to ensure that teachers are seeking professional development or relying on best practices. Schools often send social studies teachers to trainers, who in turn can serve as point people to help guide others. Organizations such as Civic Spirit, Facing History and Ourselves, The Jewish Partnership for Democracy and Educating for American Democracy provide training and resources to help teachers navigate conversations in their classrooms.
There is the belief that the discussion of political issues is reserved for a high school classroom with some tempered discussions in the middle school. Yet as students have more access to opinions generated in a 20-second social media clip, we need to make sure that we are beginning earlier rather than later. Teaching the importance of accurate sources should start as early as fifth grade. Our students are first and foremost kids who hear everything. We can try to believe that they don’t know, but this is impossible. Even the youngest of students need to develop the skills to engage in debates.
Explain the Process
Recently, schools have adopted policies to protect themselves against charges of indoctrination or leaning to one political point of view. Policies such as teachers not sharing their own political opinions or staying neutral do not adequately explain how students are engaging in conversations. Schools should clearly explain the process that they have in classes, in clubs or during experiential activities. Consider a “position paper” or “policy” that can live on the website (such as here, or here, or here). Send a letter prior to the election explaining what has been done, what will be done and how the school will address issues post-election.
Let marketing, admissions and development know the process and publicize it. Share the language—often not done in schools. Lack of understanding stokes more fear in parents, and clarifying the process can alleviate that fear. For those schools that feel equipped, the process can include ways in which students can address potential discomfort or questions. Invite students into the process before parents unfairly attack the school.
Schools should clearly articulate the framework for how students approach discussing these issues, whether in classrooms, hallways or even at home. Administrators should make clear that their responsibility is to develop critical thinkers who use evidence to validate claims and argue their positions with respect, empathy and a desire to grow. The focus on any conversation with existing or prospective parents should be on how it is taught, which conveys a research-informed practice that is inclusive of different perspectives.
Finally, schools must articulate the red lines that are not accepted as legitimate or respectful opinions. For each school, that may differ, but some might include affirming the right of Israel to self-govern, the rights to a free and fair election, or the preservation of the First Amendment rights. Clearly articulating the areas that are not accepted can help diffuse arguments and prevent false assumptions.
Gather Feedback
Data often can quell parent or potential parent fears that schools are indoctrinating their students with specific political views or hindering the free expression of ideas in the classroom. These fears have played out in town hall and school board meetings across the nation, and Jewish day schools might initially think that avoiding controversial issues is the best preventive remedy. However, collecting feedback from students and teachers might be the better path.
Teachers can have students fill out a short Google form reporting their comfort levels in class sharing ideas, the skills that they have gained and the perceived respect for different opinions. This form can serve as a formative assessments for teachers to gauge the successes in their class, and if needed, synthesized to debunk broad sweeping statements that “all students are uncomfortable” or “teaching this is unnecessary.”
It is important to caution teachers and administrators not to use the data as an opportunity to rebuff any concerns from parents. Even if the data are relatively positive, individual parents or students may have concerns. The role that the data should play could be to open the conversation, acknowledge the overall benefits and then ask students or parents how the school can best make the situation better for the specific student.
Even with an election in the rearview mirror, school leadership should be actively engaged in preparing the school to embrace the teaching of controversial issues, especially as these issues do not resolve themselves after elections. By adhering to the three steps, school leadership can be poised for success and help solidify their position that can enhance retention efforts. Being known as a school that can successfully educate students while embracing the current controversies of the community, country and world can be a celebrated recruitment tool and will benefit students, teachers and the community at large well into the future.
