Limitations on how schools can address contentious topics in the classroom, particularly those related to race or gender, are significantly affecting some teachers' instruction, according to a RAND report analyzing a survey of more than 8,000 U.S. K–12 educators.
The survey responses suggest that many teachers feel caught in a bind. These educators want to address important social topics, yet 48 percent reported feeling at least somewhat limited in their ability to teach about race or gender issues that might veer toward controversy.
One third of the teachers surveyed said new state or district policies or pressures from parents or the community to avoid certain content had led them to change the texts or materials they use. Since spring of last year, 17 states have imposed some form of restriction on teaching controversial subjects.
"I feel like I am walking on eggshells when it comes to discussing race and gender issues," one teacher noted. "I don't want to offend anyone or get in trouble with my administration, so I tend to avoid these topics."
Some teachers added that guardrails on subject matter made it more difficult for them to develop students' critical thinking skills; expand students' views and understanding of the world (including historical and current events); and expose students to high-interest materials that could better engage them in learning.
Many teachers also said the curriculum restrictions on content related to race or gender issues could lead to feelings of discomfort or disengagement among students, as well as to missed opportunities for building empathy, understanding, and respect for diverse perspectives.
The report highlights several strategies teachers are using to navigate limitations. These include:
- Leveraging materials that have been approved by school leadership or seeking out the approval of leadership to use materials or engage in discussions.
- Actively anticipating the objections of others, such as parents and students, and informing parents about instructional content ahead of time.
- Striving to keep instruction "neutral" and exposing students to multiple perspectives.
- Focusing on perspectives emphasizing inclusivity or acceptance for all (while avoiding making a connection to a particular group).
- Leaning more on "student input" and discussion.
The report urges state and district leaders to collaborate with teachers when crafting guidelines for teaching sensitive issues. It recommends that school leaders "engage families in productive conversations about race and gender" and "connect potentially contentious topics to concrete learning objectives" to show their educational value.
