Tips for managing sensitive conversations

This does not always mean treating all perspectives or arguments equally: some might require more exploration, more time, or more challenge, depending on the perspectives in your class and how fact-based the arguments are. Consider asking whose voice is missing in your classroom and what they might say. Show solidarity with potentially marginalised voices. Ensure it’s not left to any particular student/s to stand up for a minority viewpoint.

Our teaching resources are designed to ensure that misinformation and misleading arguments are challenged. You can support this by ensuring that students challenge any incorrect or misleading information, including any that is shared during a class a discussion.

Some parents might be concerned about their children discussing some topics, or considering viewpoints that are dierent to those shared at home. If this is the case, explain that their children are exploring a range of dierent perspectives with an open-mind, to build the skills to make up their own minds.

You don’t need to have an answer for every question asked. Students should learn there is not a fixed ‘right’ answer in discussions. Your role is not to give your own opinion when a sensitive issue arises, but to protect your school’s values, challenge assumptions and correct misinformation. It is OK to feel uncomfortable about talking to young people about complex or sensitive issues.