When the Discussion Heats Up: Discussion Strategies for Controversial Topics in Courses

Imagine this: You’re teaching a public health course, and you’ve just posted a discussion prompt on vaccine programs. You ask students to explore the benefits of vaccines, the ethics of mandates, and share credible sources on vaccine safety. Seems straightforward enough—until one student responds with a post that includes misinformation, inflammatory language, and a conspiracy theory or two.

Now what?

If you’ve ever found yourself in a similar situation, you’re not alone. Difficult discussions—on vaccines, politics, climate change, or social justice—are inevitable in education. Though challenging, these moments offer powerful learning opportunities when approached with intention and care.

Why These Conversations Matter

Let’s face it: Avoiding controversy might seem easier, but engaging with challenging topics helps students develop crucial durable skills that employers prioritize.

Skills like:

Communicating across differences
Thinking critically about complex or unfamiliar ideas
Collaborating with others who hold opposing viewpoints
Demonstrating empathy and emotional intelligence
Navigating uncertainty and making informed decisions

In structured, respectful discussions of controversial topics, students practice disagreeing without dismissing, listening actively, and speaking with confidence and care.

⭐ Research shows that engaging with diverse perspectives enhances learning and civic readiness. When we avoid these conversations, we risk limiting students’ development as thoughtful, informed participants in society.

So, back to our vaccine discussion scenario. How can we make space for productive conversation, even when things go sideways? Let’s walk through a few strategies that can help, using the vaccine scenario as our guide.

Before the Discussion: Setting the Stage

Before launching into sensitive or potentially polarizing discussions, it’s important to lay the groundwork. This means establishing clear expectations, building trust, and helping students understand the why behind the conversation. Here are some steps you could take to prepare your students for these types of discussions:

Table showing four proactive teaching strategies instructors can use to support respectful and constructive online discussions, using a vaccine-related scenario as context. Columns: Action Example (Vaccine Scenario) Rows: Set discussion norms – (with student input) to build a shared understanding of respectful communication. Example: Include expectations like: Critiquing ideas, not people or groups Using respectful language Invite students to reflect on the expectations: When have they experienced them (or not) in other courses? Start with less controversial topics – To help students practice respectful engagement and build trust. Example: Begin the term with lower-stakes conversations that let students develop discussion skills safely. Set context and clarify purpose – To guide the conversation toward intended academic learning outcomes. Example: Link the conversation to public health goals, ethical frameworks, or epidemiological research. Anticipate different perspectives – To prepare you to guide the conversation when emotions run high. Example: Think ahead: What views might students bring about vaccine mandates? How might personal experiences shape reactions? — Potential actions to prepare students for controversial discussion topics

Discussion Strategies for Tough Topics

To support thoughtful engagement with sensitive topics, consider using strategies like these to keep the conversation focused on learning outcomes rather than personal opinions:

Table listing seven strategies instructors can use to create productive and respectful discussions in a class scenario involving vaccines. Each strategy includes a specific example to guide implementation. Columns: Strategy Example (Vaccine Scenario) Rows: Pre-discussion private reflections – To identify misconceptions early and allow for early intervention. Example: Ask students to submit their thoughts on the vaccine prompt to you privately before posting. Create personas or characters – For students to address to create emotional distance and remove defensiveness. Example: Present perspectives on vaccines from different “characters”: pediatrician, parent of immunocompromised child, vaccine-hesitant individual. Have students address the character’s opinions with evidence. Curate resources with multiple viewpoints – To focus on evidence instead of opinion and allow controlled exploration of the topic. Example: Offer materials that present multiple perspectives—news stories, lived experiences, and research studies for students to analyze and discuss. Focus on dialog, not debate – To promote understanding over “winning.” Example: Encourage students to listen and learn from different perspectives and practice evidence-based reasoning rather than “convincing” someone of a particular perspective. Use reflective responses instead of replies – To reduce direct confrontation and allow time for personal processing. Example: Students read all posts, then submit private reflections to the instructor about what they learned and what challenged their thinking. Get ahead of controversy – By preemptively stating that the conversation may get uncomfortable and providing a reminder of expectations and outcomes. Example: Add a statement like: “Vaccination is a topic that touches on personal experience, cultural beliefs, and institutional trust. Our goal is to analyze this issue using evidence and course concepts. — Discussion strategies for tough topics

Responding to Problems

Even with the best preparation, problematic comments can happen. In our scenario, the student’s post includes misinformation and accusatory language. What do you do? Here are some potential responses:

Table showing four actions instructors can take to address problematic student comments in an online discussion, using a vaccine misinformation scenario as an example. Columns: Action Example (Vaccine Scenario) Rows: Recenter on learning – To explore why the comment is problematic and redirect the conversation to course concepts. Example: “This post raises an important question about vaccine safety. Let’s review how scientists evaluate vaccine risks using the evidence framework we discussed. Who can apply our criteria to this claim?” "Call in" – Publicly or privately with a gentle, curious approach to invite reflection and open dialogue. Example: “Can you share more about your source? Let’s compare it to our readings.” "Call out" – Directly and publicly to identify harm and stop it quickly, especially when a comment is hostile. Example: “I need to push back on that comment because it spreads misinformation that’s been widely debunked.” Remove the Comment – If it violates guidelines, causes harm, or derails the discussion, and follow up with the student. Example: “I’ve temporarily hidden your post due to misinformation. Let’s talk about how to reframe your concerns using evidence-based discussion. I value your participation and want to support your engagement.” — Potential responses to problematic discussion posts

After a Difficult Discussion

Consider following up individually with students who seemed challenged or shared vulnerable experiences—thank them and offer a chance to talk one-on-one. A class-wide summary of key takeaways and credible resources can also be helpful.

Self-reflection is always valuable. If a chance to address misinformation effectively was missed or something could have gone better, acknowledging this to the class models the intellectual humility we might hope to foster in our students.

Conclusion

While emotionally charged classroom moments can feel uncomfortable, they often become the most impactful learning experiences for students. By creating structured spaces for these conversations, educators not only facilitate deeper learning but also model how to navigate disagreement with respect and intellectual curiosity—perhaps one of the most valuable lessons we can offer.

References and Further Reading

American University. (2023, February 23). Promoting constructive dialogue on contentious topics. CTRL Faculty Resources. https://edspace.american.edu/ctrl/promoting-constructive-dialogue-on-contentious-topics/#toggle-id-12\

Haslam, R. (n.d.). Interrupting bias: Calling out vs. calling in. Seed the Way. http://www.seedtheway.com/uploads/8/8/0/0/8800499/calling_in_calling_out__3_.pdf

Heany, A. (n.d.). Approaching controversial issues in class discussion. Learning Resource Network. https://www.uwyo.edu/learn/_files/docs/brownbag_docs/discussionissues.pdf

Indiana University. (n.d.). Managing difficult classroom discussions. Center for Innovative Teaching & Learning. https://citl.indiana.edu/teaching-resources/diversity-inclusion/managing-difficult-classroom-discussions/index.html

Keava. (2024, July 9). How to discuss controversial issues and ideas with students. Kialo Edu Blog & Resources. https://blog.kialo-edu.com/teaching-strategies/how-to-discuss-controversial-issues-and-ideas-with-students/#Benefits_of_discussing_controversial_issues_in_the_classroom

UC San Diego. (2025, January 16). When classrooms get contentious: Techniques for managing challenging conversations in Schools. UC San Diego Division of Extended Studies. https://extendedstudies.ucsd.edu/news-events/extended-studies-blog/when-classrooms-get-contentious-techniques-for-managing-challenging-conversations-in-schools

Warren, L. (n.d.). Managing hot moments in the classroom. Derek Bok Center for Teaching and Learning. http://isites.harvard.edu/fs/html/icb.topic58474/SyllabusWorkshop09.html

Yale University. (2024, October 14). Teaching controversial topics. Poorvu Center for Teaching and Learning. https://poorvucenter.yale.edu/strategic-resources-digital-publications/managing-classroom/teaching-controversial-topics