Election season is over, a new presidential administration is in power, and school communities are experiencing a range of emotions. Students, faculty, and parents are in the early days of processing potential new policies, changes in administration officials, and a different outlook after four years of the prior administration.
Educators are likely focused on how they can help students engage in discussions about these sensitive issues, especially when many have mixed feelings about the election results, and how best to demonstrate to students that they are not powerless to influence national events that seem beyond their control.
To help students now and guide them into the future, educators can focus on helping students understand the broader context of presidential elections, including how current events fit into our nation’s history, and the role students can play in shaping the future.
Providing Historical Context
When talking about elections and their outcomes, teachers need to provide students with the historical context necessary to understand our current situation. Is this the most divided time in our nation’s history? Likely not; we should remember the Civil War. Is it unusual for the presidency to switch between political parties? No, it’s not. Recent history demonstrates that the presidency alternates between parties at regular intervals. The last six presidents have comprised three Democrats and three Republicans. Why does the party in power change so predictably? Perhaps Obama’s 2008 campaign slogan, “Change We Can Believe In,” offers some insight. Change can be viewed as an indicator of a healthy democracy. The shift in political parties is a sign that the balance within the party system is working.
Highlighting key moments in American history through classroom activities can effectively illustrate presidential powers, conflicts, and the country’s growth over time. One engaging approach is to have students participate in a classroom moot court simulation. This interactive activity immerses students in argumentation, the civic process, and the analysis of important legal issues. For instance, they can debate the limits of presidential powers in United States v. Nixon and see how the Supreme Court has determined the appropriate scope of presidential privilege, which can lead to discussions about the recent Trump v. United States case.
Students can analyze and present presidential inaugural addresses from key moments in history focusing on such presidents as Abraham Lincoln, Franklin D. Roosevelt, John F. Kennedy, and Ronald Reagan—all of whom were leading during pivotal times. This analysis will help them understand the issues these leaders faced and how the country responded to those challenges.
These types of activities can show students that the fraught partisan divide we are experiencing in our country now is not new––and how valuable it is to study tense moments in our history and reflect on how the nation moved forward.
Promoting a Culture of Civility and Civil Discourse
Students and faculty often feel safe when they are among those who share their opinions. It’s critical, however, for students to engage with people who have differing opinions by learning about and practicing civil discourse in the classroom. Just like any other skill, students need to be introduced to the concepts, structures, and norms associated with civil discourse and provided with a safe space to develop these skills.
Teachers should start by establishing norms for their classrooms that set the tone and clearly outline the process. Important questions to consider include: How can the group include all voices and perspectives? How can active listening serve as a foundational element of the experience? How can a classroom uphold a level of decorum that encourages rigorous inquiry while also maintaining a sense of community?
Deliberation is a key part of civil discourse; it involves weighing arguments, listening to differing perspectives, and collaborating to reach a consensus on an issue while developing a collective solution. This practice has been shown to increase students’ sense of efficacy, mutual respect, and satisfaction with democratic processes.
For example, during “America in One Room: The Youth Vote,” a recent event organized by the Close Up Foundation, the Deliberative Democracy Lab at Stanford University, and other partners, a nationally representative sample of 17- and 18-year-olds participated in deliberating policy issues. The share of participants who acknowledged that those with whom they strongly disagreed “have good reasons; there just are better ones on the other side” rose from 64% before deliberation to 71% afterward. This shift was observed among both Democrats (66% to 75%) and Republicans (66% to 76%).
When practicing civil discourse and deliberation, it’s best to start with issues and policies that students can easily grasp. For instance, starting with a discussion about social media policy is more accessible than immediately tackling complex topics like the war in the Middle East. Just like any academic skill, the level of complexity should increase with practice.
Empowering a Sense of Agency
Many students today are weighed down by the effects of a pandemic, climate change, political polarization, and the fear that artificial intelligence will replace the jobs they seek in adulthood. At their age, they may feel powerless in a system where they cannot yet vote. It can be challenging to convince them about the importance of civic engagement when it appears that, despite their best effort or wishes, they have little influence over the outcomes. One way to counter that feeling of helplessness is to actively involve students in the civic process and focus on issues they can impact.
Although the dust has barely settled from the presidential election, lawmakers are already turning their attention to the midterm elections in less than two years. This transition provides an excellent opportunity for students to get directly involved in a local political campaign for a candidate who aligns with their views or to participate in a local cause. Local officials, such as city council members, often appreciate help from youth with issues that affect their daily lives. For example, the city government in Carlsbad is advocating for improvements to its park system, and they need local youth to promote this initiative within the community, fundraise, and voice their support at planning commission meetings.
But involvement doesn’t have to be limited to local efforts. Campaigns, nonprofits, and organizations across the country can use help with activities like phone banking and other remote volunteer activities. Faculty advisors should encourage students to find an issue they are passionate about and then identify a candidate running a campaign that supports that issue or an organization working toward a solution they believe in.
The Time is Now
Helping students find agency in the first 100 days of a new presidential administration is crucial as it empowers them to navigate an ever-changing political landscape and engage meaningfully in the democratic process. By providing historical context, promoting civil discourse, and fostering a sense of agency—educators can equip students to better understand the significance of current events, address polarization, and actively contribute to their communities.
These strategies are particularly urgent now, as students grapple with political divisiveness, climate change, the rapid evolution of technology, and feelings of powerlessness. Teaching students to view civic engagement as a tool for change—and providing them with the skills to participate effectively—ensures they see themselves as active participants in shaping the future, rather than passive observers.