Election season can bring a lot of excitement, curiosity, and even tension and fear into the elementary classroom, as young students hear about politics from family members, see campaign ads, or catch glimpses of debates on TV. Some may say it’s best to keep politics out of the classroom, but the reality is, students will come in talking about what’s going on in the world, what the hear at home, etc. As teachers, it’s our job to prepare ourselves to respond, rather to dismiss and avoid. This doesn’t mean voicing our own views on a candidate, however strong they may be, but rather, engaging in helpful conversations with students surrounding their feelings about what’s going on.
Students may arrive at school with a mix of opinions, questions, and even worries. You may have a classroom with mostly similar views or you may have a classroom with very opposing views. As teachers, we have the important role of guiding these conversations with empathy, inclusivity, and respect. This post is a guide to handling classroom discussions about election results from a perspective of prioritizing students social and emotional wellbeing. In addition to general tips, you’ll find examples of things students might say and sample responses. These are just a starting point. Adjust them to fit your students – you know them best!
1. Set Ground Rules for Respectful Conversation
Ideally, you will already have built a community where differences are respected and conversation can happen with kindness. This is a great time to reinforce and remind students of the expectations. Before diving into any discussions, establish a classroom culture of respect, where everyone’s voice is valued, and differing opinions are met with kindness. You might start by saying:
“In our classroom, we treat everyone with respect. We might not all think the same way, and that’s okay. Let’s make sure our words are kind and that we listen to each other, even if we don’t always agree. Think about another person’s feelings before you speak.”
This sets a foundation for safe conversations and helps students understand that it’s okay to disagree as long as they do so respectfully. Name calling will not be tolerated in the classroom discussion.
I use the T.H.I.N.K. before you speak method to walk students through using their words in a productive and respectful way.
2. Encourage Questions and Validate Emotions
Politics are confusing for elementary age students and the big reactions they see at home or in the media may be unsettling for them. Many young students may feel uncertain or even anxious about election results, especially if they hear strong reactions from adults in their lives. Regardless of if the views they are hearing at home match your own, it’s important to validate the student’s emotional response to what they are hearing or seeing. Encourage them to ask questions and reassure them that it’s normal to have strong emotions about big events like an election. Acknowledge their feelings and create a space where they feel heard.
Example Scenario: Student: “My mom says she’s really upset about who won. Is that bad?”
Teacher Response:
“It sounds like your mom has some strong feelings about the results, and that’s completely okay. Elections can make people feel a lot of different emotions, like excitement, disappointment, or even worry. It’s normal to feel that way about things that matter to us. It’s also okay to talk about those feelings. Remember, even when adults are having big feelings, they are still there to keep you safe and take care of you.”
The last part of this is particularly important to remind students who are feeling uneasy! Adults may be showing emotional sides that kids may not be used to seeing. It’s important to let them know that this doesn’t mean they are in danger.
3. Provide Simple, Neutral Explanations
When students ask about complex issues, keep explanations age-appropriate and neutral, focusing on facts rather than opinions. This can be hard, but remember – these are young kids, who are not voting – it is your responsibility to support them, not convince them. Remind students that elections are a way for people to choose leaders and make decisions together, and that everyone’s voice matters in a democracy.
Example Scenario: Student: “Why do people get so mad about the election?”
Teacher Response:
“Elections are important because they help decide who leads our country and makes big decisions. People care a lot about these decisions, so they sometimes feel very strongly about who wins. Just like we have different favorite colors or foods, people have different ideas about what is best for everyone. And it’s okay for people to feel strongly about what they believe in as long as they are respectful toward others.”
4. No Name Calling
Children may make comments that reflect strong opinions or repeat things they’ve heard adults say. Help them practice empathy by encouraging them to consider how others might feel, especially if they have different views.
Example Scenario: Student: “My dad says people who voted for _________ are idiots.”
Teacher Response:
“Sometimes adults feel strongly about who they support, and they say things about people on the other side because they are having big feelings. It’s important to remember that everyone has different reasons for their choices. When we talk about these things in our classroom, we think about how our words might make someone else feel and respect that we don’t all see things the same way. Our class doesn’t ever allow name calling at school because we want to protect each others feelings.”
This is a touchy one. You might even agree with the student’s dad! But the way adults talk at home is different from the way we want to teach our students to talk in the classroom. Of course, we don’t want to tell our students that something their parents did or said is “bad”, but we need to set the expectation that this type of dialogue doesn’t meet classroom expectations, even if it’s used at home. This response acknowledges that the student’s dad was having big feelings but also addresses what’s acceptable to say in the classroom.
5. Focus on Common Values and Shared Goals
Help students see that, despite differing opinions, people generally want the same things: safety, happiness, and a better future. This can reduce feelings of “us vs. them” and foster unity.
Example Scenario: Student: “Does this mean people don’t like each other if they voted for different people?”
Teacher Response:
“Even though people might vote for different candidates, they often want the same good things, like safe communities, happy families, and good schools. People just have different ideas on how to make those things happen. In our classroom, we focus on how we can work together and respect each other, no matter what our differences are.”
By highlighting common goals, this response helps students understand that it’s possible to disagree and still work toward the same positive outcomes.
6. Reassure Students About Safety and Stability
Young children may worry that election results could lead to big changes in their daily lives. Reassure them that while leaders may change, their safety and daily routines will remain stable.
Example Scenario: Student: “Are things going to get really bad because _____ didn’t win?”
Teacher Response:
“I can understand why you might feel worried, but remember that the adults in your life work together to make sure things stay safe for you, no matter who wins. Your school, your family, and your community will keep supporting you. Leaders may change, but the people who care about you stay the same. I am still here to keep you safe, just like I was before the election.”
Students may be hearing all kinds of confusing and scary things, but this response helps reduce anxiety by emphasizing stability and the support systems in students’ lives.
7. Empower Students to Make a Positive Difference
Elections often focus on big, complex issues, but it can be empowering to remind students that they can make positive changes in their own lives and communities. Encourage them to think of small ways they can contribute.
Example Scenario: Student: “I feel like I can’t do anything to help.”
Teacher Response:
“Even though you can’t vote yet, you have a lot of power to make a difference! You can help others, be kind, and work to make your community better. Small actions, like helping a friend or learning about things that matter to you, can make a big difference. Every little bit of kindness and understanding adds up!”
8. Teach Emotional Regulation Skills
During high-emotion times, teach students strategies for managing their own feelings. This can be as simple as deep breathing, counting to 10, or taking a short break when they feel overwhelmed by what they’re hearing or feeling.
Example Scenario: Student: “I feel really upset about what I heard on the news.”
Teacher Response:
“When we feel big emotions, it can help to take a moment to calm down. Let’s take a few deep breaths together. We can count slowly to help ourselves feel more settled. It’s okay to feel upset, and when we take a moment to calm down, it can help us think and talk about things more clearly.”
Why This Matters
Navigating discussions about election results can be challenging, but by approaching them from a nurturing perspective, you create a space where students feel safe, respected, and valued. Encourage empathy, validate emotions, and remind students of the importance of kindness and respect, no matter the topic. These conversations not only help them understand the world around them but also equip them with the emotional tools they need to engage thoughtfully with others.
You’re helping them develop a balanced, respectful approach to complex topics that will benefit them for years to come.
A Final Note: Manage Your Own Feelings FIRST
As a human being, you are likely to have your own feelings about this election. These feelings are valid. I had to manage some feelings of my own before writing this post! But it’s important not to put your emotions onto your students. Taking a moment to process your feelings before entering the classroom can help you stay grounded and keep discussions focused on the students’ social-emotional needs. Remind yourself that your role is to foster a safe, supportive space for students to explore their questions and emotions, not to share personal opinions. Approaching the conversation calmly will help students feel secure and allow you to model emotional regulation and respect for differing perspectives.
No Comments