Teaching During the 2024 US Presidential Election

I don’t teach politics. Should I really be addressing the election?

In a recent survey fielded by Inside Higher Ed and Hanover Research, only 30% of U.S. faculty reported they were planning to discuss the presidential election in class. This hesitation is understandable, particularly for those who rarely discuss politics in their courses. Nevertheless, the election is likely to impact student learning in all of our classrooms. By preparing for this disruption in advance, we can support student learning, communicate our care for students, and—should the occasion arise—foster their democratic agency in the midst of political uncertainty.

What challenges should I anticipate?

It is difficult to predict the precise challenges that will arise, but it seems likely we will not know the outcome of the presidential election by November 6th. This uncertainty could make it difficult for students to focus on their coursework for an extended period of time.

Once the outcome becomes clearer, new issues may arise. Those whose candidate stands to lose may fear what the results could mean for the people they love, the communities they come from, and the causes they believe in. And if the legitimacy of the result is challenged, students may worry about—or want to participate in—protests or counter-protests.

Our students are not a monolith, and we should prepare for their reactions to reflect that diversity. First-time voters may experience confusion as they navigate this moment, looking to more experienced adults for guidance. International students may have questions about the electoral process while worrying about outcomes over which they have little control. Working professionals are likely to focus on implications for their families and careers. Students with firsthand experience of fiercely debated political issues like immigration, abortion, or LGBTQ+ rights may experience particularly acute anxiety, while others might feel they can’t express their views without being judged by faculty and peers. And, of course, some students may have chosen to disengage entirely.

In this context, students will discover—perhaps for the first time—that the political beliefs of their classmates differ from those of their families or social networks outside Wake Forest. Without guidance, they may struggle to discuss political issues with the sensitivity these differences demand, eroding the social trust that is necessary for learning together. While political divides will be most obvious in courses that discuss policy, any course that relies on collaboration could be affected by tensions that arise elsewhere (at campus events, on social media, or in personal interactions). Yet these challenges are also opportunities: by teaching students to engage constructively across difference, we can help them develop essential democratic skills.

We should also be prepared for challenges that arise as we process our own reactions to this moment. Our diverse backgrounds, nationalities, and perspectives mean we’ll experience these events differently. But some of us will certainly find it equally difficult to maintain focus in the midst of uncertainty, to come to terms with disappointing results, and to decide whether and how we should engage. We may also find ourselves surprised by our colleagues’ varied responses to these events, and this may create challenges for collaborative work that call for our care and attention.

My students don’t seem interested in politics. Why bring it up?

Your students may be more politically engaged than they appear. In fields where political discussions don’t naturally arise, students may see no reason to share these interests. The polarized political environment may also make them less likely to share. If they fear they will be judged by faculty or their peers, those who are engaged may stay silent.

But even if the majority of your students are currently disinterested in politics, you still have good reasons to address the election. First, any students who are interested may feel isolated when their peers seem indifferent to their concerns. Second, political events—particularly contested outcomes or prolonged periods of uncertainty—could quickly become impossible for even the most disengaged to ignore. Finally, we can use this moment to contribute to Wake Forest’s mission. By helping disinterested students understand the connection between our courses and the election, each of us can foster their civic engagement and commitment to the public good.

Aren’t we taking a side when we express heightened concern?

We might reasonably worry that our concern about this election and its aftermath is unusual, and that it is ultimately driven by non-neutral concerns about particular candidates. While it is impossible to ever be completely neutral, the ideals of academic inquiry (and good teaching) do require us to create space for diverse and sometimes conflicting political perspectives. We should, then, be attentive to the political assumptions embedded in our pedagogical choices. If we are unusually or solely concerned about particular electoral outcomes, we could discourage participation from students with different political sympathies.

Nevertheless, we should not shy away from expressing concern or acknowledging the extent to which this election is unusual. Wake Forest has always encouraged civic engagement, and when we express concern about the impact of the elections on student wellbeing, we are participating in a longstanding practice. Moreover, we need not pretend that all elections are the same to make room for open discourse in our classrooms. Many political scientists and historians have argued that our current moment is unique, and that some candidates pose grave threats to democratic institutions.¹ But even if one disagrees with this assessment, the prominence of these beliefs makes this moment unique and particularly challenging for all of our students.

1. Larry Diamond, Ill Winds: Saving Democracy from Russian Rage, Chinese Ambition, and American Complacency (New York: Penguin Books, 2020); Steven Levitsky and Daniel Ziblatt, How Democracies Die (New York: Broadway Books, 2019); Timothy Snyder, On Tyranny: Twenty Lessons from the Twentieth Century (New York: Tim Duggan Books, 2017); Elizabeth Zerofsky. “Is It Fascism? A Leading Historian Changes His Mind.” The New York Times, October 23, 2024. ↩︎

I’m not a qualified therapist. Can I still support student mental health?

Most students will simply be distracted by the election, but some may experience serious mental health challenges. While the University Counseling Center provides primary support, faculty can also contribute to student mental health and wellbeing in meaningful ways.

As educators who interact with students regularly, we’re often the first to notice when they struggle. Simple acknowledgment—saying “I see what you’re going through”—can show students they’re not alone. And when academically appropriate, thoughtful flexibility with deadlines or assignments can prevent stress from escalating into crisis.

We can also help students connect with professional support. We should share that the University Counseling Center offers same-day and ongoing appointments, and that their services extend beyond crisis care to include social, developmental, and existential concerns. We can also normalize and model help-seeking behavior by offering to walk students to the Counseling Center or helping them connect with additional support services.

Finally, if you believe a student would benefit from support in navigating campus resources or complex personal circumstances—even if they are not in crisis—consider referring them to the CARE Team. CARE serves all students on the Reynolda Campus and can be reached at 758-CARE or care@wfu.edu. Faculty in the College can also use the Academic Alert system in the Office of Academic Advising. While Academic Alerts typically focus on academic matters like underperformance or missing classes, OAA may involve CARE when they notice patterns across courses.  Faculty in our Professional Schools can refer concerns to the CARE Team or the student support resources within their program or schools.

What if I’m not yet ready to discuss the election?

While we should be attentive to our students’ challenges, it is equally important to be attentive to our own. Whether we teach politically sensitive material, embody identities that have become targets of campaign rhetoric, or worry about the future of our democracy, it may be hard to focus on teaching after the election. We should know where to find support on campus, and be mindful of our own needs when planning our courses in the weeks and months ahead.

You can support your own wellbeing by building flexibility into your schedule (e.g., reducing your grading that week), setting aside time for you to process the election with trusted colleagues and friends, and setting clear boundaries about what you will and will not discuss with students. Remember that you control the timing and extent of election-related discussions, and that you need not facilitate these conversations until you feel ready.

To get a sense of whether you are ready, consider how you might react to student conflict or the expression of views you find troubling. Do you feel equipped to manage these “hot moments”? How might your own identity affect these interactions? While you need not be a perfect facilitator to lead meaningful conversations with your students, it’s important to honestly assess your current capacity. And if you find yourself having difficulty once a conversation has begun, you always have the option to pause or redirect the conversation.

When I’m ready, what are my options?

When addressing the election in your classroom, your approach should align with both your goals and available time. The simplest option is a brief acknowledgment that communicates care for your students. But to help them refocus, you may need to dedicate additional time to processing their reactions and resolving any classroom tensions that have emerged. And if you wish to use this moment as an opportunity to develop their democratic agency, you can integrate an election-related project into your course design. Research indicates that students will find each of these approaches helpful, and that the only response they find unhelpful is failing to acknowledge the moment at all (Huston and DiPietro, 2007).

While this moment calls for our acknowledgement, our responses will vary—and that is good and necessary. Some of us will not want to devote class time to discussing the election and all that it means, and that is okay. Some of us will want to do exactly that, and that too is okay. Likewise, our students will need and want different things from us. Some of them will need the routine of regular class time as a buffer against so much uncertainty. Others will need to process their experiences and will benefit from doing so with their classmates in a formal setting. While we cannot necessarily meet every student’s needs simultaneously, the key point is that we act with clear intentions around supporting their academic, mental, and social wellbeing as best we can.

-Provost Michele Gillespie, “Thoughts on Supporting Students During the 2020 Post-Election Moment“

Preparing for a brief acknowledgment

If you have a limited amount of time or simply want to communicate to your students that you care, you can do a lot of good with a brief statement at the beginning of the first class period after the election. Among other things, your statement can:

• Acknowledge the election and how it is affecting the entire community
• Recognize that they may find it difficult to get back into the routine of coursework
• Let them know of any changes you plan to make to help them stay on track
• Point them toward campus resources, events, and support offices
• Provide suggestions for how they might turn their anxious energy into action

You need not make radical changes to your coursework to accommodate students, but you should aim to be flexible and supportive wherever possible. Consider adding additional review sessions, pushing back assignments, or perhaps even giving students alternative pathways to meet the demands of the course while also engaging with their communities.

Our colleagues at Brown’s Sheridan Center for Teaching & Learning have proposed the following statement as a place to begin:

I understand that this is likely a challenging day to be thinking about [subject]. I also imagine that by being here today, like me, you find some reassurance in observing this moment as a community. In a minute, I will turn to the topic in the syllabus, but I do understand that it may be difficult to focus, and so I will both record the session and be available later this week in office hours to support your learning and well-being.

Preparing for dedicated class sessions

If your students could benefit from processing their reactions in an academic setting, and you have a bit more time, you can devote an entire class session (or two) to the election. Before you do so, take some time to prepare in the following ways:

First, assess how your students are feeling and whether they want to engage in election discussions.

Some students may need time before diving into a discussion. In these cases, you can offer a brief acknowledgment the day after and plan for fuller dialogue when everyone is ready. If you notice varied preferences among your students, you can hold optional discussion sessions outside of class or at the end of a regularly scheduled class period.

Second, set the goals for your session(s). Our colleagues at the University of Michigan have identified five common goals for these activities:

• To help students uncover their own beliefs, values, and assumptions
• To help students understand the perspectives of others
• To facilitate collaborative inquiry
• To develop evaluation and advocacy skills
• To generate ideas or develop plans for action

Be intentional about your goals, as each calls for different facilitation strategies.

If you aim to create a space for students to share their reactions to the election, emphasize active listening rather than moving toward dialogue. In these scenarios, students (and faculty) should avoid devaluing, disputing, or distracting from the lived experiences being expressed. Consider an independent journaling exercise that requires little to no interaction.

If, on the other hand, you aim to engage students in collaborative inquiry about specific issues, share strategies for deliberative dialogue and help them disagree in ways that respect the identities and experiences of others.
Finally, if you decide to move forward with conversations that could prove tense, review strategies for facilitating political discussions. Our colleagues in the Office of Civic and Community Engagement have developed a Post-Election Dialogue Guide, and we also recommend reviewing the wealth of guidance provided in the University of Michigan’s guide to Structuring Classroom Discussions about Elections.

Preparing for a major project or assignment

If you have the flexibility for major course redesign, you can also develop projects or assignments that foster students’ democratic agency. These assignments can help students understand that democratic change happens at many levels, and that they can be active participants in that change.

There are several ways to structure these assignments. One option is to design individual reflection activities that help students articulate their hopes and fears for the future. Students might write personal manifestos about their vision for change, or develop action plans to address the challenges they care about most.

Another option is to design a series of structured activities that develop students’ deliberative skills. You could lead students through exercises in perspective-taking, facilitate structured debates about policy issues, or engage them in collaborative problem-solving around shared concerns.

Finally, you might consider assignments where students actively engage in protecting and strengthening democratic processes. Research shows that students value opportunities to take meaningful action during challenging times (Huston & DiPietro, 2007). You could have students develop educational resources about democratic institutions, create materials that combat misinformation, or design projects that help build community resilience during periods of political uncertainty.

These activities can help students see that democratic stability requires both strong institutions and engaged citizens. But they can also inspire hope by showing students that, through their own civic participation, they have the power to repair and renew our democracy.

Where can students find additional support?

Offices

Events

Further Reading

If you would like to share all of this information with your students, you can access a 2-page handout here.

What can I find additional support?

Offices

Events

Further Reading