Five tips for debating sensitive issues in the classroom – without losing control

Classroom discussions about language, or racial or sexual identities can trigger powerful sentiments, and the line between a heated debate and a confrontational exchange can quickly become blurred. Here are some tips to help instructors create an open and safe environment for students and instructors to engage with challenging topics. 

“The professor amazed me because she tolerated very opinionated and vocal students, laughed with them and managed to keep order in a big classroom. If I had to teach those students, I would either cry hysterically or snap at them. The professor would make a great diplomat.”

This excerpt comes from a student’s course evaluation in 2019. Among the many comments I’ve received in my career, this one continues to resonate most deeply with me. It offers a useful entry point into a broader conversation on polarisation in the classroom. 

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• Talking about taboos: how to create an open atmosphere for discussing difficult subjects

Because of our university’s autonomous status, faculty and students enjoy a great deal of academic freedom. When they arrive, students are sometimes surprised at the extent to which they can freely express their opinion on a number of sensitive topics. Like in many other countries, in Kazakhstan, sensitive topics include language; racial and sexual identities; religion; but also the political regime. Among these, language is heavily politicised and a salient issue among our students. Classroom discussions around the knowledge and proficiency in the official state language (Kazakh) versus the language of interethnic communication (Russian) are particularly contentious.

Kazakhstan is a multiethnic country with over 130 nationalities, but this diversity is not reflected in the classrooms of our university, where 91 per cent of students identify as Kazakhs. Linguistic diversity, on the other hand, presents a more complex landscape. Although this is slowly shifting, a majority of students use Russian in their daily interactions, and some students (and professors!) are not proficient in Kazakh, which in some circles is viewed as unpatriotic and shameful. Conversely, not knowing Russian can limit professional opportunities. 

There are many reasons why students wouldn’t want to discuss this linguistic divide. That does not mean these topics should be avoided, however, since they can lead to some constructive exchanges. Based on my experience in teaching undergraduate and graduate students about identities, here are some tips to address sensitive issues in the classroom.

1. Establish fair ground rules for discussion. Frame the discussion in terms of healthy exchanges based on intellectual pluralism and respectful disagreement that are meant to improve understanding between people, not as an attempt to determine who is right or wrong. You might set the tone by saying: “Our goal today isn’t to decide who’s right or wrong, but to understand the reasoning behind different perspectives. Let’s focus on listening carefully, asking questions, and challenging ideas – not people.”

2. Actively encourage diversity. Students should feel free to express opinions that are contrary to what others voice publicly. If everyone’s opinions point in one direction, ask if someone disagrees with what has been said so far, to make sure they feel welcome to express their thoughts. Suggest alternative theories and opinions, and ask if someone shows interest in those ideas. 

For instance, if a discussion on linguistic minority rights leads most students to agree that only the national language should be used in public education, you might invite alternative views by asking whether promoting bilingual education could strengthen inclusion or preserve cultural identity.

3. Read the room. If the debate gets too heated, or if some students become visibly uncomfortable, shift the discussion to a related topic that is less controversial. This is very important, to keep a pleasant atmosphere in the class and protect students from hearing things that might cause harm, erode trust or create lasting resentment. 

For example, if a discussion on domestic violence begins to evoke strong emotional reactions or personal disclosures from students, you could gently steer the conversation toward a related but less personal topic, such as the role of community resources or public policy in preventing violence.

4. Tolerate but moderate. It is important to allow space for less conventional opinions, provided they do not cross the line into discrimination or insult. When boundaries are crossed, address problematic statements by criticising the statement itself rather than the individual, and refer to local or international human rights or legal standards for context. 

This was especially useful on some occasions when students expressed intolerance towards sexual or ethnic minorities. A reference to international human rights laws which guarantee that all individuals are entitled to the same rights, regardless of their sexual orientation, sex, or other status, puts things in perspective.

5. Most importantly, use humour. It can quickly de-escalate and dedramatise situations, as well as helping to build resilience and find enjoyment in disagreement. It also creates bonds between the students and their instructor. After all, it’s harder to stay angry at someone who just made you laugh about food at the canteen, wi-fi or the eternal haggle of group projects. 

I once asked my Kazakh students what it meant to be Kazakh, and one student responded, “We have the purest blood in the world!” The remark prompted laughter from the rest of the class, as it echoed ideas associated with ethnic superiority. I replied: “Interesting! But I think we might need a good peer review process before publishing that finding.”

Fostering constructive dialogue in the classroom requires a careful balance. Establishing fair terms of discussion ensures that exchanges are rooted in respect and intellectual openness, rather than in the need to determine who is “right”. Allowing space for unconventional viewpoints, while drawing a clear line against discriminatory or harmful speech, helps students practise both tolerance and critical reflection. These are essential skills that students, regardless of their discipline, will carry into their professional lives. 

Hélène Thibault is associate professor and chair of the political science and international relations department at Nazarbayev University.