6144

Instruction

Controversial Issues

Introductory Statement

The Board of Education (Board) recognizes that the District's educational program may sometimes include instruction related to controversial issues that may arouse strong reactions based on personal values and beliefs, political philosophy, culture, religion, or other influences. Instruction concerning such topics shall be relevant to the adopted course of study and curricular goals and should be designed to develop students' critical thinking skills, ability to discriminate between fact and opinion, respect for others, and understanding and tolerance of diverse points of view.

Alternate Introductory Statements:

The Board of Education (Board) believes that free inquiry and exchange of ideas are essential parts of a democratic education. The Board respects students' rights to express ideas and opinions, take stands on issues, and support causes, even when such speech is controversial or unpopular.

Contemporary society is characterized by differences of opinion arising from conflicts of values and belief, which become controversial issues within the community. It is the responsibility of public education, in a pluralistic, democratic society to provide for the treatment of controversial issues in a setting that allows free expression of opinion, promotes rational thought, and provides adequate learning resources.

The Board of Education (Board) accepts training for effective citizenship as one of the major purposes of education. This includes, in part, recognizing that many important areas of study involve issues on which differing positions are held by individuals or groups.

The public schools of the United States have the responsibility to educate students to be informed, conscientious citizens, capable of self-direction and critical thinking. In training young people to become effective citizens in our democracy, students must be given the opportunity to develop the ability to gain information about public issues, to evaluate facts, and to express themselves through discussion, writing, and the ballot.

The Board of Education (Board) recognizes the role of public education in preparing students for effective citizenship. Consequently, the instructional program to achieve this purpose must appropriately emphasize cultural heritage, critical thinking, and the rights, privileges, and responsibilities of living in a pluralistic society. The Board also recognizes that as students prepare for active engagement in participatory democracy, they often encounter issues that may be considered controversial. The Board encourages the examination of controversial issues related to the Board approved curriculum in an impartial and objective manner. The examination of controversial issues should occur in inclusive and supportive learning environments that encourage respect for multiple perspectives. The Board also encourages community support of the teaching of controversial issues in the classroom in order to promote the development of civic efficacy, student engagement, and critical thinking among District students.

Definitions

A "controversial topic or material" involves a topic or material that is part of the District's curriculum or media collection about which an individual and/or group urge the District to alter the use of said topic or material in the schools. It may deal with a topic for which society has not found a solution, and it is of sufficient significance that all proposed ways of dealing with it arouses a contrary response, or it may involve a material that contains language or treatment of topics that are objectionable to the citizen challenging the material.

OR

Controversial issues: Significant academic, social, political, and ideological matters about which there exists opposing viewpoints and/or multiple perspectives.

OR

Definition of a Controversial Issue: An issue is controversial when the question is debatable and when some of its proposed solutions conflict with the intellectual or emotional commitments of citizens to cherished interests, beliefs, or group loyalties.

OR

Controversial issues are defined as those problems, subjects or questions about which there are major differences of opinion, for which there are no easy answers, and discussion of which generally created strong feelings among people.

Curriculum: The prescribed elements of programs and courses which state clearly and specifically what students are to know and be able to do, how well they will be able to do it, and how they will meet the learning objectives and by what means they will be assessed. Sensitive and controversial issue topics are components of the curriculum.

Belief Statement

The Board believes the intelligent discussion of vital current public issues, often containing the element of controversy, is an important part of the education of youth for effective citizenship in our country. The democratic process itself is the resolving of controversy in an orderly fashion. Every American student has the right and responsibility to examine pertinent issues without prejudice. Only through an appreciation of all sides of a given issue can the student gain the wisdom to choose intelligently between proposed alternatives.

Controversial issues provide stimulation to learning by creating intellectual excitement and therefore are an important part of the classroom environment. Free inquiry in a democratic society requires that controversial issues arising in the classroom be handled as a regular aspect of instruction and learning in such a way as to not inhibit the dignity, the personality, or the intellectual integrity of either teachers or students.

The Board expects administrators and teachers to exercise professional judgment when deciding whether or not a particular issue is suitable for study or discussion. They shall consult with the Superintendent or his/her designee as necessary to determine the appropriateness of the subject matter, guest speakers, and/or related instructional materials or resources.

Guidelines

When providing instruction related to a controversial issue, the following guidelines shall apply:

1.  The topic shall be suitable to the age and maturity of the students.

2.  Instruction shall be presented in a balanced manner, addressing all sides of the issue without bias or prejudice and without promoting any particular point of view.

3.  In the classroom, teachers act on behalf of the District and are expected to follow the adopted curriculum. In leading or guiding class discussions about issues that may be controversial, a teacher may not advocate his/her personal opinion or viewpoint. When necessary, the Superintendent or his/her designee may instruct teachers to refrain from sharing personal views in the classroom on controversial topics.

4.  Students shall be assured of their right to form and express an opinion without jeopardizing their grades or being subject to discrimination, retaliation, or discipline, provided the viewpoint does not constitute harassment, threats, intimidation, or bullying or is otherwise unlawful.

5.  Students shall be informed of conduct expected during such instruction and the importance of being courteous and respectful of the opinions of others.

6.  Adequate factual information shall be provided to help students objectively analyze and evaluate the issue and draw their own conclusions.

7.  The instruction shall not reflect adversely upon persons because of their race, ethnicity, national origin, sex, sexual orientation, gender identity or expression, disability, religion, or any other basis prohibited by law.

8.  The subject matter of the instruction shall not otherwise be prohibited by state or federal law.

When a guest speaker is invited to make a presentation related to a controversial issue, the Superintendent or designee shall notify him/her of this policy and the expectations and goals regarding the instruction. If the guest speaker is presenting only one point of view on an issue, the teacher shall be responsible for ensuring that students also receive information on opposing viewpoints.

When required by law, such as in regards to comprehensive sexual health and HIV prevention education, parents/guardians shall be notified prior to instruction that they may request in writing that their child be excused from the instruction. Students whose parents/guardians decline such instruction will be offered an alternative activity of similar educational value.

A student or parent/guardian with concerns regarding instruction about controversial issues may communicate directly with the teacher or Principal and/or use appropriate district complaint procedures.

Responsibilities

Students

Student responsibilities begin with a willingness to examine objectively one's own point of view and to make a concerted effort to understand the reasons for differing points of view. Such willingness is basic to working effectively with others on issues of common concern but with divergent possible solutions. Responsibilities relating to this basic premise are further emphasized in the recognition that honest people may differ without malice, without the disruption of emotional outburst, and without impugning the character or integrity of those who have differing opinions.

Alternate language to consider:

1.  To research, study and discuss significant issues and to reach judgments and express opinions without jeopardizing his/her relationship with classmates or teachers.

2.  To learn in an open classroom and school climate so that they feel free to examine any aspect of a controversial issue.

3.  To study with competent instruction in an impartial atmosphere and have access to relevant material.

4.  To conduct research in an atmosphere free from bias and prejudice.

5.  To be protected against indoctrination, whether it be political, social, economic, religious, or other.

6.  To assure that when controversial issues are being discussed in the classroom, every effort is being made to present various viewpoints fairly, impartially and discreetly.

Teachers

The effectiveness of the educational program in achieving the objectives set forth in this policy statement is primarily dependent upon the classroom teachers. In this regard, the specific responsibilities of the teacher are:

1.  To determine the appropriateness of the issue with respect to the curriculum, course objectives, and the knowledge, maturity, and the ability of the students.

2.  To advise the Principal regarding the planned study of a controversial issue and to consult with him/her concerning the appropriateness of the proposal.

3.  To make provisions for suitable instructional materials and adequate time to give reasonably thorough coverage of the topic, and otherwise to present the issues after adequate planning and preparation.

4.  To be sensitive to feeling in the community and judicious in treatment of the controversial issue.

5.  To maintain an active concern for the rights and feelings of individuals, including the right to privacy.

6.  To demonstrate by teaching style and instructional demeanor a commitment to the methods of objective inquiry in group activities.

7.  To project in the most positive way their personal and professional adherence to practice which reflect respect for the dignity of the individual.

8.  To ensure a balanced presentation through the careful selection of materials, guest speakers, and other instructional resources.

9.  To label their opinion as such when it is expressed as a personal point of view.

10.  To teach students those skills required for the analysis of complex issues and to provide a classroom environment in which students feel comfortable developing and expressing their own points of view.

Alternate language to consider:

1.  To be free to conduct reasonable study and discussion of controversial issues without fear of reprisal.

2.  To maintain a high degree of impartiality.

3.  To treat controversial issues objectively and to present alternate and/or divergent positions and opinions.

4.  To determine the degree and extent of consideration given to a specific controversial issue based upon knowledge, intellectual maturity, and competence of the students in the class.

5.  To ensure that an accurate, factual and balanced presentation of material is readily available for the student.

6.  To be assured, if the need ever arises, that parents will be directed and encouraged by the Board and administration to take their questions and comments directly to the teacher concerned.

7.  To ensure that a student's view of an issue is not suppressed as long as the expression of that view can be made in a reasonable manner.

Teachers, who in the performance of their teaching duties, are engaged in the study or discussion of such controversial issues shall be defended by the Board and District from unjust or unfair criticism or legal actions.

The Board's position on this matter applies to the regular curriculum of the schools and to extra-curricular activities before and after school, within the school building or outside of the school, whenever school or school-sponsored or sanctioned groups are involved. The Board reserves the right to exercise significant discretion in determining the content of school curriculum within the limitations provided by law.

Administration

The building Principal shall have the following responsibilities:

1.  To consult with the teachers concerning the appropriateness of the proposed content and methods of teaching about controversial issues.

2.  To maintain a general atmosphere conducive to dealing with controversial issues.

3.  To support and protect teachers from undue an unjustified criticism that might arise from dealing with controversial issues in the classroom.

4.  To ensure that the instructional program is not exploited by special interest groups or pressure tactics. (This does not preclude the utilization of guest speakers to present different points of view as long as the prior approval of the Principal is secured.)

Parents/Guardians

Parents/guardians of students in the District are responsible:

1.  To recognize that it is the responsibility of the school to present controversial issues appropriate to the curriculum.

2.  To refrain from attempts to suppress the teaching about controversial issues, assuming that the guidelines of responsibility and appropriateness have been followed.

3.  To inform the teacher, Principal, and other appropriate personnel when they have information that indicates controversial issues are being dealt with in an inappropriate manner.

(cf. 0521.1 - Anti Racism)
(cf. 0521.2 - Commitment to Religious Neutrality)
(cf. 0523 - Equity and Diversity)
(cf. 1312 - Public Complaints)
(cf. 4118.21 - Academic Freedom)
(cf. 5131.911 - Bullying/Safe School Climate)
(cf. 5145.2 - Freedom of Speech/Expression)
(cf. 6141 - Curriculum Design/Development/Revision)
(cf. 6141.2 - Recognition of Religious Beliefs and Customs)
(cf. 6142 - Basic Instructional Program)
(cf. 6142.1 - Family Life and Sex Education)
(cf. 6142.10 - Health Education)
(cf. 6144.1 - Exemption from Instruction)
(cf. 6144.3 - Controversial Speakers)
(cf. 6145.5 - Organizations/Associations-Equal Access)
(cf. 6160 - Educational Resources and Material)
(cf. 6161 - Equipment, Books and Materials)
(cf. 6161.1 - Evaluation/Selection of Instructional Materials)
(cf. 6162.51 -Student Privacy/Surveys of Materials/Inspection of Materials)
(cf. 6177 - Use of Commercially Produced Video Recordings)

Legal Reference:   Connecticut General Statutes

31-51q Liability of employer for discipline or discharge of employee on account of employee's exercise of certain constitutional rights.

Academic Freedom Policy (adopted by Connecticut State Board of Education, 9/9/81)

Keyishian v. Board of Regents 395 U.S. 589, 603 (1967)

Garcetti v. Ceballos, (2006) 547 U.S. 410

Johnson v. Poway Unified School District, (2011) 658 F.3d 954 (9th Cir.)

Mayer v. Monroe County Community School Corporation, (2007) 474 F.3d 477 (7th Cir.)

Policy adopted: