{"id":80780,"date":"2025-02-18T13:32:40","date_gmt":"2025-02-18T19:32:40","guid":{"rendered":"https:\/\/casel.org\/?post_type=blogposts&#038;p=80780"},"modified":"2025-02-21T12:00:15","modified_gmt":"2025-02-21T18:00:15","slug":"teaching-the-art-of-civil-discourse-in-the-classroom","status":"publish","type":"blogposts","link":"https:\/\/casel.org\/blog\/teaching-the-art-of-civil-discourse-in-the-classroom\/","title":{"rendered":"Teaching the Art of Civil Discourse in the Classroom"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"key-points\"><strong>Key Points <\/strong><strong><\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teaching civil discourse skills equips students with the tools to engage respectfully and thoughtfully across diverse perspectives, fostering empathy and understanding in a polarized world.<\/li>\n\n\n\n<li>By integrating the Civil Discourse Toolkit into its curriculum, St. Andrew\u2019s School in Rhode Island empowers students to develop and practice values like compassion, humility, and mutual respect in meaningful and measurable ways.<\/li>\n\n\n\n<li>Creating a supportive school culture rooted in civil discourse principles helps students navigate complex issues with fairness and respect, preparing them to build a more inclusive and equitable society.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p>In an era marked by increased polarization and distrust across differences, two students at <a href=\"https:\/\/www.standrews-ri.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">St. Andrew\u2019s School<\/a> in Rhode Island had a meaningful conversation leading up to the 2024 presidential election.<\/p>\n\n\n\n<p>During a classroom discussion about various policies, these students, one from a red state and one from a blue state, were able to engage in a respectful conversation about how their upbringing, regional influences, social class structures, and unique lived experiences have influenced their perspectives and opinions.<\/p>\n\n\n\n<p>The students didn\u2019t minimize one another\u2019s experience simply because it wasn\u2019t a shared perspective. They took advantage of the opportunity to learn more about one another. They discovered similarities across differences, and they walked away more informed, having gained perspective. Teaching the skills that demonstrate empathy, humility, and integrity helps students approach conversations with an open mind and a commitment to truthfulness.<\/p>\n\n\n\n<p>Schools play a pivotal role in shaping not only the mind, but also <a href=\"https:\/\/naeducation.org\/educating-for-civic-reasoning-and-discourse-report\/\" target=\"_blank\" rel=\"noreferrer noopener\">the character of students<\/a> and their <a href=\"https:\/\/wwnorton.com\/books\/9780393714609\" target=\"_blank\" rel=\"noreferrer noopener\">social and emotional learning<\/a> (SEL). By teaching skills associated with the five values of civil discourse\u2014(1) <em>caring, compassion, kindness; (2) humility; (3) integrity; (4) mutual respect; and (5) the ability to engage honestly with others&#8217; perspectives<\/em>\u2014educators can prepare students to <a href=\"https:\/\/journals.sagepub.com\/doi\/10.1177\/00027162231177798\" target=\"_blank\" rel=\"noreferrer noopener\">engage meaningfully with diverse ideas and people<\/a> and <a href=\"https:\/\/journals.sagepub.com\/doi\/10.1177\/00027162231177798\">thrive in a pluralistic society<\/a>.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"the-civil-discourse-project\"><strong>The Civil Discourse Project<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p><a href=\"https:\/\/www.apa.org\/education-career\/k12\/civil-discourse\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>The Civil Discourse Project<\/strong><\/a>, a collaborative effort of the American Psychological Association\u2019s (<a href=\"https:\/\/www.apa.org\/about\/governance\/bdcmte\/ethics-committee\" target=\"_blank\" rel=\"noreferrer noopener\">APA) Ethics Committee<\/a> and the<a href=\"https:\/\/www.apa.org\/ed\/schools\/\" target=\"_blank\" rel=\"noreferrer noopener\"> Center for Psychology in Schools and Education<\/a>, is one effort to achieve these goals.<\/p>\n\n\n\n<p>The Civil Discourse Toolkit has a <a href=\"https:\/\/www.apa.org\/education-career\/k12\/civil-discourse\" target=\"_blank\" rel=\"noreferrer noopener\">Guided Self-Reflection Rubric and Action Plan for Educators<\/a>, which includes:<\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li>Definitions of the five values associated with civil discourse<\/li>\n\n\n\n<li>A list of each of the behaviors (the skills) associated with each value<\/li>\n\n\n\n<li>A self-assessment of each behavior<\/li>\n\n\n\n<li>A self-designed plan to increase use of each skill<\/li>\n<\/ol>\n\n\n\n<p>A guide within the toolkit provides educators with ideas for using the<a href=\"https:\/\/www.apa.org\/education-career\/k12\/civil-discourse-self-assessment-middle-high-school-students.pdf\"> <\/a>tools and integrating civil discourse into the curriculum.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><img decoding=\"async\" width=\"483\" height=\"204\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/ewiSsxdl-image.gif?auto=compress&amp;fit=scale&amp;fm=pjpg&amp;h=802&amp;w=1900\" alt=\"Screenshot from the Civil Discourse Project website. Heading reads: Civil Discourse Project. Building a more inclusive and understanding society through civil discourse. Beneath the heading is a montage of images of teachers and students.\" class=\"wp-image-80784\" style=\"width:399px;height:auto\" srcset=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/ewiSsxdl-image.gif 640w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/ewiSsxdl-image.gif 1900w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/ewiSsxdl-image.gif 300w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/ewiSsxdl-image.gif 1536w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/ewiSsxdl-image.gif 2048w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/ewiSsxdl-image.gif 483w\" sizes=\"(max-width: 483px) 100vw, 483px\" \/><\/figure>\n\n\n\n<p>As the above example illustrates, you can see this work in action at St. Andrew\u2019s School in Rhode Island, which has recently piloted the integration of the civil discourse tools into its curriculum. The values and skills are aligned closely with the school\u2019s identity as an International Baccalaureate (IB) school. Serving a neurodiverse population of students in grades 6 through 12, St. Andrew\u2019s is home to a vibrant community that hails from nearly 20 countries around the world.&nbsp;<\/p>\n\n\n\n<p>This global and inclusive environment provides a unique and important <a href=\"https:\/\/www.apa.org\/education-career\/k12\/civil-discourse-context-needed.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">context for teaching civil discourse<\/a>, as students are consistently exposed to diverse perspectives, cultures, and experiences. The IB\u2019s emphasis on intercultural understanding and respect complements the school\u2019s mission to nurture these essential life skills.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><img decoding=\"async\" width=\"602\" height=\"315\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/LWiPovTX-image-1.gif?auto=compress&amp;fit=scale&amp;fm=pjpg&amp;h=994&amp;w=1900\" alt=\"A screenshot from the Project Toolkit that shows introductory text as well as three sample tools: Guided Self-Reflection Rubric and Action Plan; Guide for Educators, including student self-assessment; Self-Assessment for middle and high school students.\" class=\"wp-image-80785\" style=\"width:461px;height:auto\" srcset=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/LWiPovTX-image-1.gif 640w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/LWiPovTX-image-1.gif 1900w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/LWiPovTX-image-1.gif 300w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/LWiPovTX-image-1.gif 1536w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/LWiPovTX-image-1.gif 2048w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/LWiPovTX-image-1.gif 602w\" sizes=\"(max-width: 602px) 100vw, 602px\" \/><\/figure>\n\n\n\n<p><strong>Civil Discourse in Action at St. Andrews<\/strong><\/p>\n\n\n\n<p>At St. Andrew\u2019s, all advising groups used the civil discourse tools during orientation at the beginning of the school year in 2024. The self-reflection tools are designed to help both educators and students understand the specific, observable behaviors of civil discourse. Currently, students engage with the tools every six to eight weeks, and they are able to chart over time their development of the skills.&nbsp;<\/p>\n\n\n\n<p>Since focusing on the intentional nurturing of civil discourse skills at <a href=\"https:\/\/www.standrews-ri.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">St.Andrew\u2019s School<\/a>, members of the school\u2019s faculty\/staff pilot group have observed that when students learn to view issues from multiple perspectives, they develop the capacity to connect with others, even when their views differ.<\/p>\n\n\n\n<p>These qualities encourage critical thinking and honest dialogue, enabling students to navigate complex issues with fairness and respect. Mutual respect, in turn, creates a foundation for trust, ensuring that discussions remain constructive rather than adversarial.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"putting-principles-into-action\"><strong>Putting Principles Into Action<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>To support the practice and internalization of these skills, schools should consider establishing a set of community norms and well-articulated guiding principles. A guiding principle at St. Andrew\u2019s School is \u201cWe prioritize compassionate interactions and teaching methods to foster a supportive, inclusive, and joyful environment for all.\u201d<\/p>\n\n\n\n<p>To reinforce this principle while helping students exercise their \u201ckindness muscles,\u201d St. Andrew\u2019s students write anonymous peer affirmations to randomly assigned students, which are then distributed. Anonymity gives students the peace of mind to be genuine and compassionate without the fear of peer judgement. And knowing that kindness was shared within the room gives students permission to assume it could have been written by anyone, creating an environment of positivity and belonging. Students benefit from expressing gratitude, and recipients feel seen, affirmed, and a sense of belonging.<\/p>\n\n\n\n<p>Clear expectations, articulated in the <a href=\"https:\/\/www.apa.org\/education-career\/k12\/civil-discourse\" target=\"_blank\" rel=\"noreferrer noopener\">Civil Discourse tools<\/a>, coupled with consistent reinforcement, create a culture where civil discourse can flourish. When students understand and align with shared values, they are more likely to hold themselves and others accountable, fostering a positive and cohesive community.<\/p>\n\n\n\n<p>Incorporating civil discourse values and skills into education is not just an investment in students\u2019 personal growth, but also a commitment to building a more respectful, compassionate, and equitable society. By prioritizing these skills, we believe we are helping to empower the next generation to lead with integrity and engage in meaningful, transformative dialogue.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"learn-more\"><strong>Learn More<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>A summary of the <a href=\"https:\/\/www.apa.org\/education-career\/k12\/civil-discourse-project-summary.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">project, the five values<\/a>, and the <a href=\"https:\/\/www.apa.org\/education-career\/k12\/civil-discourse-references.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">educational and psychological research<\/a> that undergird civil discourse skills, are available on the APA website. All civil discourse tools and <a href=\"https:\/\/www.apa.org\/education-career\/k12\/civil-discourse-teaching-resources.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">related online teaching resources<\/a> to build the skills are available at no cost.<\/p>\n\n\n\n<p><strong>References<\/strong><strong><\/strong><\/p>\n\n\n\n<p>Hillygus, D. S. &amp; Hobein, J. B. (2023). <a href=\"https:\/\/journals.sagepub.com\/doi\/10.1177\/00027162231177798\" target=\"_blank\" rel=\"noreferrer noopener\">Refocusing civic education: Developing the skills young people need to engage in democracy<\/a>. <em>The Annals of the American Academy. AAPSS, 705,<\/em> 73-94.\u00a0<\/p>\n\n\n\n<p>National Academy of Education (2021). <em>Educating for Civic Reasoning and Discourse<\/em> Retrieved January 3, 2024 from<a href=\"https:\/\/naeducation.org\/educating-for-civic-reasoning-and-discourse-report\/\"> <\/a><a href=\"https:\/\/naeducation.org\/educating-for-civic-reasoning-and-discourse-report\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/naeducation.org\/educating-for-civic-reasoning-and-discourse-report\/<\/a><\/p>\n\n\n\n<p>Rimm-Kaufman, S. E. (2021). <a href=\"https:\/\/wwnorton.com\/books\/9780393714609\" target=\"_blank\" rel=\"noreferrer noopener\"><em>SEL from the start: Building skills in K-5<\/em><\/a><a href=\"https:\/\/wwnorton.com\/books\/9780393714609\">.<\/a> New York: W. W. Norton &amp; Co.<\/p>\n\n\n\n<p>Sloan, K. (2023). Civility is on the decline, ABA civics poll finds. Reuters. Retrieved Jan.20, 2024 from <a href=\"https:\/\/www.reuters.com\/legal\/government\/civility-is-decline-aba-civics-poll-finds-2023-04-27\/\" target=\"_blank\" rel=\"noreferrer noopener\"> <\/a><a href=\"https:\/\/www.reuters.com\/legal\/government\/civility-is-decline-aba-civics-poll-finds-2023-04-27\/\">https:\/\/www.reuters.com\/legal\/government\/civility-is-decline-aba-civics-poll-finds-2023-04-27\/<\/a><\/p>\n\n\n\n<p>White, G. et al., (2023). Civic Education in a time of democratic crisis. Annals <em>AAPS, 705<\/em>, 7-15. <a href=\"https:\/\/journals.sagepub.com\/doi\/full\/10.1177\/00027162231190539\" target=\"_blank\" rel=\"noreferrer noopener\">doi:10.1177\/00027162231190539<\/a><\/p>\n\n\n\n<p><em>The views in this blog are those of the authors and do not necessarily reflect the views of CASEL.<\/em><\/p>\n\n\n\n<p><a href=\"https:\/\/steinhardt.nyu.edu\/people\/mary-brabeck\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>Mary Brabeck<\/em><\/strong><\/a><strong><em> <\/em><\/strong><em>is Professor Emerita of Applied Psychology and Dean Emerita at New York University. She is former chair of the American Psychological Association (APA) <\/em><a href=\"https:\/\/www.apa.org\/about\/governance\/bdcmte\/ethics-committee\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Ethics Committee<\/em><\/a><em> and member of the<\/em><a href=\"https:\/\/www.apa.org\/ed\/schools\/coalition\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em> APA Coalition for Psychology in Schools and Education<\/em><\/a><em>.\u00a0<\/em><\/p>\n\n\n\n<p><a href=\"https:\/\/urldefense.proofpoint.com\/v2\/url?u=https-3A__www.standrews-2Dri.org_about-2Dus_faculty-2Dand-2Dstaff-2Ddirectory&amp;d=DwMFaQ&amp;c=slrrB7dE8n7gBJbeO0g-IQ&amp;r=jm7HD2BIw0KeXkZwwZ-t4w&amp;m=FPwOf5KfesTIv-nBA6vOlMPG3Nf5_VEPAtaFH85AlZwHPFccNLyTrtMaG9qbmYg_&amp;s=ZZM8NHm4oTKsovQnS_iHOHaSNLe5lFq31VdLisu52NA&amp;e=\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>Ray Cross<\/em><\/strong><\/a><em> is the Director of Community, Equity, and Belonging at <\/em><a href=\"https:\/\/urldefense.proofpoint.com\/v2\/url?u=https-3A__www.standrews-2Dri.org_&amp;d=DwMFaQ&amp;c=slrrB7dE8n7gBJbeO0g-IQ&amp;r=jm7HD2BIw0KeXkZwwZ-t4w&amp;m=FPwOf5KfesTIv-nBA6vOlMPG3Nf5_VEPAtaFH85AlZwHPFccNLyTrtMaG9qbmYg_&amp;s=MmKfkZ9aj9HQOhyoSKt1jOWdmv0DYdr4_G3vXnTSznQ&amp;e=\" target=\"_blank\" rel=\"noreferrer noopener\"><em>St. Andrew\u2019s School<\/em><\/a><em> in Barrington, RI. He serves on the Enrollment Management Leadership Council for the Enrollment Management Association (EMA) and chairs the culture and belonging working group. He also serves as the Student Conference Coordinator for The Association of Independent Schools in New England (AISNE).<\/em><\/p>\n\n\n\n<p><strong>Related Posts<\/strong><strong><\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/casel.org\/blog\/civil-discourse-through-the-casel-5\/\" target=\"_blank\" rel=\"noreferrer noopener\">Civil Discourse Through the CASEL 5<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/sel-as-an-entry-point-to-tough-conversations-with-kids-about-race\/\" target=\"_blank\" rel=\"noreferrer noopener\">SEL as an Entry Point to Tough Conversations With Kids About Race<\/a><a href=\"https:\/\/casel.org\/blog\/sel-as-an-entry-point-to-tough-conversations-with-kids-about-race\/\"><\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/supporting-our-students-processing-news-of-war-and-conflict\/\" target=\"_blank\" rel=\"noreferrer noopener\">Supporting Our Students Processing News of War and Conflict<\/a><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"write-for-us\"><strong>Write for Us<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Are you interested in writing for CASEL\u2019s blog, <em>Constellations<\/em>? <a href=\"https:\/\/docs.google.com\/document\/d\/1zSZFveKA8xsmlCADpfDP8t-y9emN0qswHQh1MnfmqBI\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Learn more<\/a> about what we\u2019re looking for and how to pitch your idea!<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Key Points Back to top In an era marked by increased polarization and distrust across differences, two students at St. Andrew\u2019s School in Rhode Island had a meaningful conversation leading up to the 2024 presidential election. During a classroom discussion about various policies, these students, one from a red state and one from a blue [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":80783,"comment_status":"open","ping_status":"closed","template":"","theme":[200],"class_list":["post-80780","blogposts","type-blogposts","status-publish","has-post-thumbnail","hentry","theme-viewpoints"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts\/80780","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts"}],"about":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/types\/blogposts"}],"author":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/comments?post=80780"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media\/80783"}],"wp:attachment":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media?parent=80780"}],"wp:term":[{"taxonomy":"theme","embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/theme?post=80780"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}