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Cultivating Respectful Classroom Discourse in 
Trump’s America 

By Jennifer Pendergrass 
jennifer.pendergrass@bartow.k12.ga.us  

Bartow (Georgia) County Schools 
 

 
The 2016 presidential election brought debate about wall building, deportation for 
undocumented families, and the creation of a registry for Muslim Americans. A Trump 
presidency means that many of our ESOL families are concerned about their security in our 
communities. Families are talking about this at home, and children are talking at school. 
Students are repeating insensitive things they have heard at home or on television. For our 
students who are already fearful that their families will be separated or that they will have to 
register because of their religion, hearing their peers express those ideas can feel 
intimidating. How can teachers provide a safe learning environment that respects all 
learners? Suggestions are presented for maintaining an intimidation-free classroom and 
encouraging respectful discourse in order to promote optimal learning opportunities. 

Keywords:  politics, Trump, bullying, intimidation, Muslim registry, deportation, safe 
environment 

 

“That man wants to send my family back to Mexico.” The shaky voice of this 

kindergarten student took me by surprise. In past elections, it has been my experience 

that my students rarely care enough to learn the names of the candidates, much less 

actual campaign promises. The first time I heard a child talking specifically about the 

2016 election, I brushed it off as an interaction with a child who must be from a very 

political family. I am the itinerant teacher for English learners in two rural elementary 

schools, and in my 12 years of teaching, this was my first experience with such a young 

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mailto:j?????????????????????????park91@student.gsu.edu


child who was concerned with politics. However, over the next several days, as Election 

Day approached, I would see just how concerned my students were. I overheard 

student conversations becoming more and more passionate as the election drew near. 

A second grade student shared, “He’s going to build a wall to keep my family out.” A 

kindergarten student said, “My Daddy will be sent to Mexico.” A fifth grade student said, 

“My whole family is Muslim, and he doesn’t want us here.” What I soon realized is that 

this presidential campaign was not like any other that has occurred during my career. 

The topics brought up during this campaign directly affect my students’ families and our 

local ESOL community. And it was now clear that my students were worried. 

Immigration, deportation, and religious freedom are adult issues. They are not 

something that children should have to worry about. Yet in these times, when the threat 

is real and the information is on television, on social media, and in the conversation 

around the dinner table, children are listening. Children are worrying. Students are 

physically present in classrooms, but their minds seem to be preoccupied with problems 

as heavy as keeping their families together and religious freedom. How can educators 

be aware of and sensitive to these very real fears? 

Peer Intimidation 

 The stress may not be coming entirely from information students are getting at 

home. In the wake of Trump’s election, minority students are starting to experience 

racial bullying at school. A Pennsylvania school reported an incident following Trump’s 

election where students chanted, “White Power” and declared that minority students 

would be their slaves. Some students were even spat on (Post-Trump Victory Bullying, 

2016). Unfortunately, this is not an isolated incident. Post-election bullying is being 

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reported across the country. Lanktree (2016) reports that students at Dewitt Junior High 

School in Michigan blocked Latino students from their lockers, saying they were trying 

to “make America great again.” Thankfully, the schools where I teach have not 

experienced this level of bullying, but even in my schools, students are certainly talking 

about race issues and religious rights. In the hallways, at lunch, and waiting in line to 

board the school bus, I overhear students talking about incredible walls so high no one 

could climb them and about how we will be making people leave “our” country. I hear 

them. My Latino students hear them. My Muslim students hear them. Their fear and 

anxiety is not just being fueled by media anymore.  

Creating a Safe Environment 

 Marshall (2016) states that effective teaching requires establishing a safe, 

respectful learning environment. However, creating a safe learning environment is a 

greater challenge now than ever before. Many of our minority students wrestle with the 

realization that our newly elected president has discussed plans that feel threatening to 

their family and home. Other students are repeating hurtful phrases they’ve heard 

during the election and since President Trump took office, often without realizing how 

insensitive those statements can be. How do we cultivate a peaceful and safe learning 

environment in the midst of this? It is critical to the learning process that children can 

feel some relief from anxiety during instructional time. Perry (2000) states that children 

are free to experience curiosity for learning when they feel safe. However, when 

children feel fear, they are more likely to be overwhelmed by the learning process. 

Therefore, creating an emotionally safe classroom for children whose anxiety is 

heightened will allow them to focus on instruction and maintain academic curiosity. 

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 What specific steps can we take to help students feel emotionally safe at school? 

Alber (2011) states that as a part of classroom rules, teachers should set some non-

negotiable behaviors, for which there are always consequences. Name calling and 

bullying are typical non-negotiables in classroom rules. It is important to hold children 

accountable for bullying and name-calling so that all students begin to understand that 

there is never a situation when it will be overlooked. Teachers often let students work 

out small disputes on their own so that they can learn to deal with conflict 

independently, and we regularly see children whose feelings are hurt by others in the 

process. In my experience, these issues can be part of a typical school day. However, 

when a teacher becomes aware that a student is feeling intimidated by other students, 

that is the point at which teacher intervention is required. The student who was 

intimidating others needs not only to be disciplined, but also to engage in a conversation 

with the teacher about what specifically crossed the line from disagreement into 

intimidation. The student who feels bullied will likely need some comforting words and 

assurance that bullying will not be tolerated. When students see that non-negotiable 

behaviors are consistently followed by consequences, they will begin to feel safe in the 

classroom.  

 Dusenbury (2012) reminds teachers to monitor closely during times of transition, 

in the hallways, and during lunch. If a conversation seems insensitive and would not be 

allowed during class, Dusenbury (2012) recommends holding students to those same 

standards outside of class time. It is important to redirect not only overtly inappropriate 

conversations, but any conversation that could be perceived as insensitive. Innocent 

conversations about something insensitive do not warrant punishment, but could still be 

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redirected to a new topic. This will help students know that the teacher’s expectation for 

a safe environment remains consistent during the entire school day. Over time, this will 

also help students accept that they should expect to be respected by their peers in any 

school setting. The effort here is not to limit free speech or to diminish healthy political 

discussion. Those things are important. However, on this particularly sensitive topic, it is 

important to have those discussions in a closely monitored atmosphere so that hate 

speech and intimidation can be curtailed. 

 Is there a way to create a classroom environment that will proactively support 

students in avoiding those intimidating situations? Robinson and Kakela (2006) state 

that making the classroom a place for fun, interaction, and trust can begin to create the 

kind of nurturing, respectful learning environment where students feel comfortable and 

free to learn. It not only provides a safe environment, but it also promotes deeper, more 

personalized learning and contributes to whole person development. In times of high 

stress, creating an upbeat atmosphere is a task that might need deliberate attention. 

Quick game breaks or quiz breaks can ease the monotony of long class periods and 

help students remain engaged. Games and fun surprises also lighten the atmosphere of 

the classroom, which often helps student interpersonal dynamics. Something as simple 

as a warm smile and an upbeat attitude from the teacher can help students to feel safe 

as well. Alber (2011) states that when tensions are high, teachers can set the tone of 

their classrooms by smiling and laughing. Students who are having a good time are 

likely to release worry and become more engaged in the lesson. Alber (2011) also lists 

music as a way of improving the welcoming atmosphere of the classroom. On those 

days when keeping student conversations directed to academic language seems almost 

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impossible, music can help. Upbeat, light-hearted music can be played during 

independent work periods. This time of working with music in the background could give 

students a break from stressful conversations and ease student anxiety. 

Leading Controversial Discussions 

 Is it possible to have a productive classroom discussion about race and religion 

when tensions are already high? Cleveland (2009) offers a method of beginning 

discussions on current events in high school classrooms. She states that teachers can 

encourage student-led discussions about controversial topics. Students can bring the 

news that interests them from any source, including magazines, online news, or 

newspapers and use this to begin respectful discussions. This allows students not only 

to achieve a deeper understanding of the topics, but also to reflect upon their own 

beliefs. The important thing to remember is that discussion rules must be set before 

beginning these conversations. The class can create these guidelines together to 

ensure that everyone agrees on what kind of language will contribute to non-threatening 

conversations.  

 Some teachers may decide that their class is not old enough or mature enough 

to follow the debate norms for ensuring a safe environment. Those teachers may 

choose to bring up the topics in a less assertive way through storytelling. Buntting 

(2012) suggests that introducing controversial issues through stories about people 

dealing with them can help students achieve a deeper understanding of the issues. This 

would allow the class to discuss one person’s experience rather than the general topic. 

The teacher can focus discussions on the people in the narrative and their experience, 

rather than on the broad issue. For example, given a narrative about a Muslim American 

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who is fearful of a potential travel ban or Muslim registry, student comments would 

naturally be directed toward the individual in the story rather than Muslims in general. 

This strategy could also help students relate to people who are affected by the 

proposed changes in our country. Even in this narrative discussion, it is important to 

encourage respectful language. 

My students’ fear of deportation, separated families, and religious persecution 

following the election of our new president is real. I understand why they are worried. I 

wish I could promise my students that everything will be okay. I wish I could tell them 

that their families will not be separated, that their friends will not be deported, and that 

they will not be asked to register because of their religion. I wish I could do that. 

However, none of us know what is coming. I cannot make promises. What I can do is 

provide a few hours in the day that will bring relief from their anxiety. I can infuse my 

classroom with music, humor, and kindness to help them feel at ease and ready to 

learn. I can lead them in learning to communicate respectfully. And most importantly, I 

can make sure that during the hours I have with my students, they are in an emotionally 

safe environment.  

  

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References 

Alber, R. (2011). 20 tips for creating a safe learning environment. Retrieved from 

https://www.edutopia.org/blog/20-tips-create-safe-learning-environment-rebecca-

alber    

Buntting, C. (2012). Issues in storytelling. New Zealand Science Teacher, (130), 6-10. 

Cleveland, M. (2009). Using current events to promote class discussion of controversial 

topics. Hot Topics: Best Practices In Teaching Controversial Issues in 

Psychology, October 16-17, 2009, Atlanta, GA doi:10.1037/e522282013-013 

Dusenbury, L. (2012). Creating a safe classroom environment. Retrieved from 

http://www.educationworld.com/a_curr/creating-safe-classroom-environment-

climate.shtml  

Lanktree, G. (November 11, 2016). Schoolchildren begin building Trump's 'wall' as 

racial bullying surges in the classroom. International Business Times. Retrieved 

from http://www.ibtimes.co.uk/school-children-have-begun-building-trumps-wall-

racial-bullying-surges-classroom-1591042    

Marshall, J. C. (2016). The highly effective teacher: 7 classroom-tested practices that 

foster student success. Alexandria, VA: ASCD.  

Perry, B. D. (August, 2000). Creating an emotionally safe classroom. doi: 

10.4324/9780203864388 

8                                                                    GATESOL in Action, Fall 2016/Spring 2017 
 

https://www.edutopia.org/blog/20-tips-create-safe-learning-environment-rebecca-alber
https://www.edutopia.org/blog/20-tips-create-safe-learning-environment-rebecca-alber
http://www.educationworld.com/a_curr/creating-safe-classroom-environment-climate.shtml
http://www.educationworld.com/a_curr/creating-safe-classroom-environment-climate.shtml
http://www.ibtimes.co.uk/school-children-have-begun-building-trumps-wall-racial-bullying-surges-classroom-1591042
http://www.ibtimes.co.uk/school-children-have-begun-building-trumps-wall-racial-bullying-surges-classroom-1591042


Post-Trump victory bullying, harassment reported in schools. (2016, November 13). 

CBS News. Retrieved from http://www.cbsnews.com/news/post-trump-victory-

bullying-harassment-reported-schools/  

Robinson, C. F., & Kakela, P. J. (2006). Creating a space to learn: A classroom of fun, 

interaction, and trust. College Teaching, 54(1), 202-207. 

doi:10.3200/ctch.54.1.202-207 

 

 

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http://www.cbsnews.com/news/post-trump-victory-bullying-harassment-reported-schools/
http://www.cbsnews.com/news/post-trump-victory-bullying-harassment-reported-schools/

	Peer Intimidation
	Creating a Safe Environment
	Leading Controversial Discussions
	References

