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Addressing Conflict

Conflict and disagreement are a normal part of the learning process. While it may feel difficult or uncomfortable initially, it is your responsibility as an instructor to manage conflict in your classroom. 

• Addressing conflict models responsible behavior. You are not only delivering content to your students, but also training them how to be responsible and respectful members of the community.
• How you address conflict can reflect your course curriculum and ideologies. Perhaps an underlying theme of a course is that students must be accountable to their communities or engage in ethical decision-making. You should behave in ways that adhere to this theme and help students practice that behavior as well.
• You should address offensive or hostile comments or behaviors associated with discrimination, harassment, or other forms of misconduct. This responsibility should not fall on the shoulders of a targeted student or group of students.  

Navigating Classroom Conflict Guide

Conflict can arise in any course, during in person or online classes. This is especially true in classes that engage with controversial topics or current events. How can you prepare to effectively address potential conflict when it arises? There are five stages where you can navigate classroom challenges.

• Stage 1: Before the start of the semester

  Stage 1: Before the start of the semester

  Consider appropriate content and assessments

  When preparing to teach, thoughtfully select materials and assessment methods that align with the course objectives and minimizing potential harm. Choose assignments, activities, and resources that support student learning to ensure a productive and respectful classroom environment. 

  Examples

  • Choosing inclusive readings and resources

    Choosing inclusive readings and resources

    Select texts, videos, or case studies that offer multiple perspectives on controversial topics, ensuring that they represent a range of voices and experiences. The Course Materials page provides a variety of resources for researching, selecting, and adopting textbooks and other materials for your course.

  • Creating clear and transparent guidelines for discussions

    Creating clear and transparent guidelines for discussions

    Establish guidelines for class discussions that promote respectful communication, such as "no interrupting," "listen to understand," and "disagree with ideas, not people." This helps prevent harmful or dismissive language during conversations on sensitive issues like politics or identity. Learn more about Transparency in Teaching and Learning. 

  • Incorporating trigger warnings when necessary

    Incorporating trigger warnings when necessary

    Provide students with content warnings in advance for sensitive materials that may cause distress, such as readings or videos about trauma, violence, or discrimination. Giving a heads-up about potentially disturbing content allows students to prepare emotionally and decide if they want to engage. 

    Resources

    • from the Teaching and Learning Resource Center at The Ohio State University
    • from our 2024 Fall Teaching Academy
  • Designing assessment methods that encourage critical thinking

    Designing assessment methods that encourage critical thinking

    Use assessments like reflective essays, debates, or group projects that require students to analyze and engage with controversial topics thoughtfully, rather than relying on memorization or multiple-choice questions. For example, a group project on climate change could ask students to research both the scientific and ethical implications of policy responses. Learn more about Course Assessment.

  • Offering optional or flexible assignments

    Offering optional or flexible assignments

    Provide students with the option to choose between different types of assignments based on their comfort level with sensitive material. For example, an assignment on racial inequality might offer students the choice to write an essay, create a video, or participate in a discussion, allowing them to approach the topic in a way that feels safest for them. Learn more about Classroom Assessment Techniques and Alternative Assessment Methods. 

  • Ensuring fair and respectful grading criteria

    Ensuring fair and respectful grading criteria

    When assessing participation in discussions on controversial topics, ensure that grading criteria focus on the quality of engagement (e.g., critical thinking, respect for others' opinions) rather than the specific views expressed. This prevents students from feeling penalized for holding minority or unpopular opinions as long as they engage respectfully.

  • Utilizing peer feedback

    Utilizing peer feedback

    Encourage students to engage in peer review or collaborative projects where they can provide feedback on each other鈥檚 work. For example, after a debate on a controversial topic, students could anonymously provide feedback on each other鈥檚 arguments, fostering a constructive and reflective learning process.

  • Providing resources for further support

    Providing resources for further support

    When addressing controversial topics, offer students additional resources for those who may need emotional or academic support, such as counseling services or reading materials that provide further context. For example, after a difficult discussion on systemic racism, directing students to resources on resilience and coping strategies can help students process the material.

  Review your syllabus statements

  A well-crafted syllabus helps you start the semester off on the right foot. See the Syllabus Guide to see what you should include in your syllabus to promote transparency and clarity around various course expectations, policies, and support for students.

  Develop a plan if inviting guest speakers

  When inviting a guest speaker to interact with your students you should consider the following:   

  • Ensure each guest speaker supports the educational goals of the course described in the syllabus
  • Evaluate whether in-person, videoconference, or pre-recorded interviews are most appropriate
  • Invite speakers that represent different perspectives, backgrounds, experiences, and areas of expertise
  • Provide guest speakers information about the course, its educational goals, and the focus of their visit. Emphasize the importance of refraining from pressuring students to take political action on a cause or candidate and avoiding speech and behavior that could be harassing, discriminatory, or threatening
  • Prepare students to engage with guest speakers through pre-planned activities like advance readings, discussion questions, or assignments
  • Use reflection assignments or surveys to help students process the visit and further address the course鈥檚 educational go  

  Anticipate difficult conversations and make preparations

  Prepare yourself to navigate challenging conversations or potential conflicts that might arise around your course topics.  

  • Plan how to collect, process, and respond to student feedback on their experiences in your course. See Gathering Feedback to learn more about collecting feedback on your teaching
  • Connect with colleagues or mentors who will share examples of challenging conversations they鈥檝e experienced and the effective approaches they used to navigate them
    
    • offers workshops and guidance on intercultural communication and discussions on controversial issues. Watch from our to learn more
    • Read to inform yourself on the issue
  • Develop your facilitation skills to ask effective questions and support students in expressing their ideas freely. Prepare sample phrases and strategies you can use to address potential conflicts that may arise during class discussions. Refer to the "During a Class Session" section below for examples of helpful language and actions

  Summary

  • Conflict can occur in any classroom, particularly when courses address controversial topics or current events. Proactive preparation can help you navigate these moments
  • Effective management begins before the semester starts with thoughtful curation of materials, designing transparent assessments, setting discussion guidelines, using content warnings, and offering flexible assignments to support student comfort and engagement
  • Review and clearly articulate expectations in the syllabus, thoughtfully prepare for guest speakers, and anticipate challenging conversations by seeking mid-course feedback and consulting peers or professional resources
  • Developing a plan to prevent and respond to microaggressions, fostering respectful dialogue, and ensuring alignment between course goals and classroom activities help to create a safe and welcoming learning environment where all students can fully participate
• Stage 2: At the start of the semester

  Stage 2: At the start of the semester

  Setting a strong foundation from the very first day of class helps create a respectful, welcoming, and engaged learning environment. These proactive strategies will help you prepare students to thoughtfully navigate differences of opinion and manage potential conflict throughout the course.

  Create a Welcoming and Respectful Classroom Community

  Fostering connection, trust, and shared expectations at the outset lays the groundwork for successful discussions.

  • Get to know your students to build rapport and demonstrate that you value their perspectives
  • Gather insight into your students through beginning-of-semester surveys, short reflective prompts, or interactive activities (e.g., name tents, 鈥渢wo truths and a goal鈥�) to learn about students鈥� backgrounds, interests, learning styles, and goals
  • Encourage self-expression. Invite students to create brief introduction videos or slide decks where they can share who they are in a format that鈥檚 comfortable for them
  • Show vulnerability and openness by sharing aspects of your own academic journey, teaching philosophy, and enthusiasm for the subject to model authenticity and approachability

  Learn about creating a positive student-centered learning environment on our page about creating a student-centered classroom. 

  Be Clear and Transparent

  Transparency around expectations, processes, and values builds trust and reduces the potential for misunderstandings later on.

  • Explain course structure through examining the syllabus in detail - highlighting course themes, learning goals, instructional methods, and key assignments
  • Clarify policies and procedures such as grading criteria, participation expectations, late work policies, and classroom conduct
  • Model communication norms with inclusive, respectful language and set the tone for how students should engage with each other and with you

  Learn more about Transparency in Teaching and Learning. 

  Create a Classroom Agreement

  Developing shared ground rules for communication reinforces a sense of collective responsibility and respect.

  • Co-create the agreement by facilitating class discussion about what respectful dialogue looks like. Use prompts like 鈥淲hat helps you feel safe and heard in a classroom discussion?鈥� and 鈥淗ow should we respond when we disagree with one another?鈥�
  • Revisit and revise the agreement over time, especially before discussions on sensitive topics. Encourage students to add to it as new situations arise
  • Keep it visible. Post the agreement in your Blackboard Ultra course or classroom space and refer back to it regularly to reinforce its importance

  Equip Students for Dialogue

  Help students build the skills and confidence needed to engage respectfully in challenging conversations.

  • Introduce dialogue etiquette early. Discuss expectations for active listening, turn-taking, responding to disagreement, and using inclusive language
  • Provide discussion tools like sentence starters (e.g., 鈥淚鈥檇 like to add to that point鈥︹�� or 鈥淚 see it differently because鈥︹��) and strategies for disagreeing respectfully
  • Use low-stakes practice for students to practice dialogue skills in less emotionally charged contexts (e.g., discussing a case study or news article)

  Setting the tone early in the semester empowers students to participate in classroom discussions with respect, curiosity, and a willingness to learn from one another 鈥� even when views differ.

  Stage 2 Summary

  Setting a strong foundation at the start of the semester is essential for fostering a respectful, welcoming, and engaged classroom environment, particularly when addressing complex or controversial topics. 

  You can build this foundation by:

  • Creating a welcoming community through activities that build trust and connection
  • Being transparent about course expectations and communication norms
  • Co-creating a classroom agreement that outlines shared values and respectful dialogue practices

  Equipping students with tools for effective communication, such as dialogue etiquette, sentence starters, and low-stakes practice opportunities, further empowers them to navigate differences of opinion with openness and mutual respect throughout the course.

• Stage 3: Before a class session 

  Stage 3: Before a class session

  Engaging students in discussions about complex or sensitive issues requires intentional planning and skilled facilitation. These strategies will help you create a learning environment where students feel both challenged and supported. 

  Prepare for the discussion

  Preparation is key to creating a classroom culture where all students feel empowered to participate. Consider the following steps to ensure your discussions are purposeful, welcoming, and aligned with your course goals.

  • Alignment with course goals: Ensure that your discussion topics are clearly connected to your course's learning outcomes. This alignment helps students understand the academic value of engaging in sometimes difficult or nuanced conversations
    • Plan ahead: Identify how the discussion advances students鈥� understanding of key concepts or skills
    • Make it explicit: Clearly explain to students how the topic ties into course objectives, readings, or assignments
    • Reinforce relevance: Frame the discussion in a way that shows its importance to the discipline, field, or real-world application
  • Be well-informed: Your role as facilitator includes guiding the conversation, providing context, and addressing misinformation
    • Do your homework and stay current on the topic, especially if it relates to ongoing debates or evolving issues
    • Anticipate questions that may arise and how you will respond
    • Bridge gaps and draw connections between students鈥� comments and relevant scholarly work, historical context, or social implications
  • Set clear expectations: Establish norms and frameworks for how students will engage with one another during discussions.
    • Provide a discussion framework, like guidelines or a rubric, outlining what thoughtful participation looks like (e.g., referencing course material, engaging respectfully, listening actively)
    • Encourage evidence-based contributions. Ask students to back up their points with data, readings, personal experiences, or observations, depending on the context
    • Model and reinforce what respectful disagreement and inclusive dialogue look like, and reinforce these norms consistently

  By thoughtfully preparing for discussions, especially those involving controversial topics, you equip yourself and your students to navigate complexity with curiosity, respect, and intellectual rigor.

  Develop a discussion lesson plan 

  Designing a thoughtful, well-structured lesson plan for class discussions can help ensure that the session is engaging, welcoming, and connected to your broader instructional goals. A strong discussion plan provides clarity for both you and your students, while allowing for flexibility as the conversation unfolds.

  • Connect to course goals: Anchor the discussion in the core learning objectives of your course
    • Clarify the "why" by articulating the purpose of the discussion 鈥� not just what you hope students will talk about, but what you hope they will learn or practice through the process
    • Link to learning outcomes by explaining how the discussion supports specific outcomes listed in your syllabus (e.g., critical thinking, ethical reasoning, communication, disciplinary analysis)
    • Reinforce goals during and after the discussion to help students reflect on how their engagement contributed to their learning
  • Structure the class session to maximize student engagement and minimize confusion or imbalance in participation
    
    • Use a brief reflective writing prompt to help students clarify their thoughts before speaking
    • Pose a warm-up question or display a provocative image or quotation to spark interest
  • Use evidence-based discussion formats
    • Think-Pair-Share: Students reflect individually, discuss with a partner, then share with the group
    • Small Group Work: Divide the class into groups with specific roles or questions to explore
    • Gallery Walks: Post prompts or student-generated responses around the room for rotating reflection and response
    • Fishbowl: A small group discusses in the center while others observe, then roles switch
  • Time management
    • Allocate time for each activity and build in moments for transitions and debriefing
    • Prepare backup prompts or guiding questions in case discussion stalls or veers off-topic
    • Stay flexible and responsive to the class鈥檚 energy and needs, adjusting as necessary
  • Maintain flexibility to ensure all students can participate meaningfully
    • Acknowledge that some topics may be emotionally charged or personally relevant for certain students
    • Allow students to opt out of specific aspects of the discussion if needed, and offer alternative ways to engage (e.g., written reflection, private conversation, or online forums)
  • Monitor classroom climate
    • Pay attention to verbal and non-verbal cues that suggest discomfort, disengagement, or dominance
    • Gently intervene to balance participation, refocus the conversation, or clarify misunderstandings
  • Affirm diverse student perspectives students bring from their own lived experiences, cultural backgrounds, and disciplinary interests

  Stage 3 Summary

  Before a class session that involves complex or sensitive topics, intentional preparation and structured planning are essential to foster a respectful and adaptive learning environment. 

  • Start by ensuring that the discussion aligns with course goals and communicates its relevance to students, reinforcing how it supports specific learning outcomes
  • As the facilitator, stay informed, anticipate questions, and be ready to connect student comments to scholarly context or social implications
  • Set clear expectations by providing guidelines for participation and modeling respectful, evidence-based dialogue
  • Develop a structured yet flexible lesson plan that includes engaging formats like think-pair-share, small group work, reflective opening activities, and time management strategies
  • Offer alternatives for students who may need different forms of engagement and monitor the classroom climate closely, making adjustments to support whole class participation and affirm multiple perspectives
• Step 4: During a class session

  Step 4: During a class session

  Facilitating discussions in real time requires a combination of presence, empathy, and clear boundaries. These strategies will help you and your students respond to offensive or harmful remarks, redirect unproductive language, and de-escalate conflict while maintaining a supportive and welcoming learning environment.

  • Support students: Your attentiveness and responsiveness during discussion can make a significant difference in how students experience difficult conversations. Creating space for students to process, recover, and reflect builds trust and strengthens classroom community
    • Notice discomfort through verbal and nonverbal signs that students may be distressed, disengaged, or experiencing discomfort
    • Watch for signals like crossed arms, averted eyes, tense posture, or silence from usually vocal students
    • Listen closely to the tone and content of students鈥� contributions. Hesitation, sarcasm, or abrupt changes in tone may signal discomfort or emotional distress
    • Acknowledge the moment and name what you notice. For example: 鈥淚t seems like that last comment landed heavily. Let鈥檚 take a moment to pause and reflect鈥�
  • Offer follow-up opportunities: Not all students will feel comfortable expressing concerns in the moment. Offering alternative avenues to share feedback or reflect on their experiences can support emotional processing and continuous improvement of the learning environment
    • Office hours: Remind students they鈥檙e welcome to speak with you privately if they want to clarify something or share their perspective
    • Written reflections: Invite students to submit short, ungraded reflections (anonymously if needed) to share thoughts, reactions, or lingering questions
    • Feedback tools: Provide mechanisms for anonymous feedback using online surveys or index cards
    • Normalize help-seeking: Affirm that seeking clarification or expressing discomfort is part of engaged learning

  • Responding in the moment and practicing 鈥渃alling in鈥�: You may be familiar with the concept of 鈥渃alling out鈥� problematic comments, which usually includes publicly pointing out that a person has committed an offensive or harmful action. 鈥淐alling in,鈥� on the other hand, is a consciously compassionate practice of pulling back those who have strayed from the community and re-establishing common ground. 鈥淐alling in鈥� allows space for individuals to make mistakes with positive intentions, meaning there is plenty of room for everyone involved to learn, evolve their thinking, and improve their behavior

  De-escalation 

  These strategies will help you and your students respond to offensive statements, redirect negative language, and de-escalate conflict. 

  1. Encourage students to recognize the positive intent behind comments that may be clumsily expressed. Guide them in rephrasing their statements in a more respectful and thoughtful manner.

  • 鈥淲hat do you mean?鈥�
  • 鈥淭ell me more about that鈥�
  • 鈥淚 think this might be what you鈥檙e saying. Correct me if I鈥檓 wrong鈥�
  • 鈥淚 would encourage you to use other words鈥� 

  2. Rather than confronting an individual directly after an offensive comment, shift the focus to the group and emphasize collective responsibility. Refer back to the classroom agreement that students have created or endorsed, highlight the importance of mutual respect, and, when appropriate, facilitate group feedback to address the situation constructively.

  • 鈥淟et鈥檚 be thoughtful about the terms we use鈥�
  • 鈥淐an we try to be more careful with our words around this topic?鈥�
  • 鈥淟et鈥檚 remember that we don鈥檛 know what experiences people are bringing with them to class鈥�
  • 鈥淲hat are our thoughts on that statement?鈥� 

  3. Approach the situation with honesty, framing hurt or offense as a shared community concern. Clarify why a particular comment is inappropriate or inconsiderate, using 鈥淚鈥� statements to express personal impact. Avoid starting with 鈥測ou鈥� statements, as they can come across as accusatory or confrontational, and can potentially intensify tensions.

  • 鈥淚鈥檇 like us to consider how our words impact our classmates鈥�
  • 鈥淪peaking like this breaks our classroom guidelines鈥� 

  4. Make it clear to the class that disagreement is acceptable and encouraged, but comments verging on discrimination, harassment, or threats are not acceptable and must be avoided. 

  • 鈥淚t's important to share different perspectives with one another. Let鈥檚 ensure the discussion remains respectful"
  • "It's alright to disagree, but discriminatory, harassing, or threatening comments are unacceptable"

  5. If conflict or tension begins to escalate, take a moment to pause and regroup before continuing the discussion.

  • Rearrange seats if possible. For example, have students move their desks from rows facing the front of the classroom into a circular formation
  • Pause the conversation and agree to come back to it
  • 鈥淲e鈥檙e not prepared to talk about this today. Let鈥檚 return to this topic after some reflection and preparation鈥� 

  6. Responding with empathy and purpose during class discussions supports students in navigating challenging conversations, fostering an environment of learning, understanding, and personal growth for all participants.

  • A Practical Guide to Calling In,

  Stage 4 Summary

  Effectively facilitating real-time discussions on controversial or sensitive topics requires empathy, attentiveness, and clear boundaries. 

  • Instructors should monitor both verbal and nonverbal cues for student discomfort and offer follow-up opportunities like office hours, written reflections, or anonymous feedback tools to help students process their experiences
  • When problematic remarks arise, use 鈥渃alling in鈥� strategies to compassionately guide students toward respectful dialogue. Redirect unproductive language by referring to classroom agreements and framing issues as shared community concerns, using inclusive, non-accusatory language
  • Reinforce that disagreement is welcome, but discriminatory or threatening comments are not acceptable
  • If tension escalates, pause or restructure the discussion to maintain a supportive environment where learning and personal growth remain the focus
• Stage 5: After a class session

  Stage 5: After a class session 

  Challenging classroom moments don鈥檛 end when the class does. Thoughtful reflection and follow-up can transform conflict into a powerful learning opportunity for both you and your students. These strategies will help you process what happened, repair classroom dynamics if needed, and make adjustments to strengthen your teaching practice and community moving forward.

  • Reflect and revise: Reflection is essential for personal growth and for fostering a culture of learning and accountability in your classroom. It also models for students how to engage with conflict in a constructive, thoughtful way
    • Follow up after a difficult discussion to promote transparency and healing

  With the whole class:

  • • Acknowledge what happened instead of ignoring it
    • Create space for shared reflection by inviting students to discuss what went well, what felt challenging, and what could be improved
    • Reaffirm the class's shared values and remind students that discomfort can be a part of meaningful learning

  With individuals:

  • • Meet privately with students who made or were impacted by hurtful remarks
    • Approach conversations with empathy, curiosity, and a desire to understand perspectives
    • Frame the dialogue as a chance for learning, growth, and relationship-building

  • • Add to a reflective teaching document: Maintaining a reflective teaching journal or document helps you process classroom experiences and prepare more effectively for the future
      • Document what happened, including a factual summary of the incident, your response, and how students reacted
      • Reflect on your role, asking yourself what went well and what you might do differently next time
      • Note future strategies, which could be discussion prompts, response phrases, or structural changes that could support a more positive outcome
      • Track growth over time, using the journal as an ongoing record of your development as a facilitator of complex discussions (Germano & Nicholls, 2020)
      • Learn more about Documenting Your Teaching Effectiveness. 

  • Revisit your classroom agreement: Experiences of conflict or tension can serve as catalysts for strengthening your classroom norms
    • Invite student input on whether the existing norms are working and what changes they would suggest
    • Make revisions together, co-creating or adapting agreements to reinforce collective responsibility and inclusion
    • Reinforce shared accountability and reframing agreements after a conflict can be a powerful moment of recommitment to community values

  • Respond to student feedback: Model humility and openness by taking student feedback seriously, even when it鈥檚 uncomfortable
    • Acknowledge missed opportunities. If you recognize that you didn鈥檛 handle a moment as well as you could have, say so openly and sincerely
    • Be 鈥渃alled in鈥� and accept constructive criticism from students as part of your own learning journey. Doing so reinforces that everyone - including instructors- are capable of learning from mistakes
    • Demonstrate repair. Let students see how you respond to feedback by adjusting future facilitation strategies, rephrasing discussion prompts, or setting clearer boundaries for dialogue

  By taking time to reflect, revise, and respond after a class session, you turn moments of difficulty into lasting opportunities for learning, trust-building, and pedagogical growth - for both you and your students.

  References: Germano, W., & Nicholls, K. (2020). . Princeton University Press.

  Stage 5 Summary 

  Challenging classroom moments often require attention beyond the class period. Thoughtful reflection and follow-up can transform conflict into meaningful learning. 

  You should:

  • Acknowledge difficult discussions, invite both whole-class and individual reflections, and reaffirm shared values
  • Maintaining a reflective teaching journal helps document incidents, assess personal responses, and plan improvements
  • Revisiting and co-creating classroom agreements reinforces collective responsibility, while responding openly to student feedback models humility and growth

  By processing and addressing challenges after class, instructors foster trust, repair dynamics, and strengthen their teaching practice and classroom community.

Best Practices

As an instructor, you are responsible for cultivating a learning environment that encourages open expression while ensuring that all students feel respected, safe, and able to participate fully.

• Focus on relevant course topics and content: Cover topics and content as defined by the curriculum, educational goals of the course, and the course syllabus
• Encourage open dialogue: Promote an environment where students feel free to explore ideas and engage in open discussion, while maintaining a standard of respectful communication
• Welcome a range of perspectives and experiences: Understand that students bring varied identities, backgrounds, viewpoints, and life experiences to the classroom, which can shape how they engage with course materials and activities
• Promote a respectful learning environment: Set clear expectations and uphold a classroom culture where mutual respect is maintained, and behavior that constitutes discrimination, harassment, or other forms of misconduct are not tolerated
• Provide accommodations: Remember to provide accommodations for disability, health, and religious observances

When Recommended Strategies Don't Work

While we can encourage students to engage in classroom dialogue respectfully, not all students will choose to engage constructively. Ongoing disruptive behavior can negatively impact the learning environment. If necessary, you have the authority to ask a disruptive student to leave the classroom.

If a Situation Escalates

The safety of you and your students is your top priority. If efforts to manage conflict are unsuccessful and you鈥檙e concerned the situation may escalate, prioritize the safest course of action to address the issue before continuing with the class.

• If a student(s) refuses to leave class when asked, consider dismissing the entire class to de-escalate tension
• If you think a conflict between two or more students will pose a risk during class, consider the coordination and communications necessary to cancel the session. No concept or course content is more important than the safety of you and your students
• If you feel unsafe interacting with a particular student(s), do not meet with them individually. Inform at least one supervisor of your concerns and make sure you are accompanied if you do choose to meet with them

Document Incidents

Keep a detailed record of any hostile interactions or conflicts involving students and report them to at least one supervisor. Be sure to document incidents that occur before, during, and after class sessions.

• Report alleged incidents of discrimination, harassment, or sexual misconduct as soon as possible in accordance with UAA policy by using the reporting form on the Office of Compliance, Rights, and Title IX
• If a student violates class discussion guidelines, makes a threatening action that impacts the safety of another person, engages in disorderly or disruptive conduct that unreasonably interferes with University activities, or may have violated University rules or federal, state, or local laws in their speech or behavior, report a complaint/incident as soon as possible to the Dean of Students
• If you are concerned about a student鈥檚 well-being, please submit a Care Report. This online report may be submitted anonymously
• If you are aware of immediate risk of harm to a student or anyone else, call University Police or 911

Summary

Despite best efforts, some students may not engage constructively in classroom dialogue.

• In cases of ongoing disruption, you have the authority to ask students to leave to protect the learning environment
• If a situation escalates and safety is at risk, you should prioritize de-escalation - dismissing the class or canceling the session if needed
• Never meet alone with a student who makes you feel unsafe
• All hostile or disruptive incidents should be documented and reported to supervisors
• Allegations of discrimination, threats, or misconduct should be reported promptly to the appropriate UAA office, and urgent safety concerns should be directed to 911

Summary

Classroom conflict is an inevitable part of teaching, but when managed thoughtfully, it can become a powerful catalyst for learning. Faculty may face a range of conflicts, from interpersonal disagreements to discomfort with course content or offensive remarks. Avoiding these moments may hinder student engagement and learning, whereas addressing them directly can foster deeper understanding, clarify important issues, and model respectful, responsible behavior. Faculty are responsible not only for managing content but also for cultivating a welcoming and respectful environment that reflects course values and promotes ethical engagement. 

Key strategies include:

• Focusing on course-relevant content
• Encouraging open and respectful dialogue
• Acknowledging a broad range or multiple perspectives
• Setting clear behavioral expectations
• Providing necessary accommodations to support all students

UAA Policies, Guidelines, and Frameworks

• The UAA 2027 Strategic Plan is a framework that defines, communicates, and brings to life our shared expectations for UAA by the year 2027
• were identified by the UAA community in 2020 as being at the heart of a quality UAA education
• UAA Office of Compliance, Rights and Title IX has information about university policies and standards, accommodations, training, faculty duty to report, and the reporting form
• Freedom of Expression:  Learn about university policies and resources that support free speech and expression for all community members
  • University Offices, Departments and Reporting
    • Report a Concern (UAA Office of Compliance, Rights and Title IX) 
    • Public Safety, University Police Department (UPD)
    • Student Conduct and Academic Integrity
  • Using Space on UAA campus: Facilities Policies & Standards
  • , to be completed at least 4 weeks prior to your event
  • Freedom of Speech:
  • Academic Freedom:
  • Student Code of Conduct:
  • Non-Discrimination, Harassment, and Sexual Misconduct: Office of Compliance and Rights
  • Signage: Information for Campus and Community Partners

Additional Support Resources

References

• Landis, K., ed. (2008). Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education. 麻豆无码版.
• Ogunyemi, D., Clare, C., Astudillo, Y. M., Marseille, M., Manu, E., & Kim, S. (2020). Journal of Diversity in Higher Education, 13(2), 97.
• Pasque, P. A., Chesler, M. A., Charbeneau, J., & Carlson, C. (2013). . Journal of Diversity in Higher Education, 6(1), 1.