Creating a Civil Classroom

While classroom disruptions are uncommon, they can be challenging when they arise. This page brings together resources to help faculty respond constructively, with quick access to best practices and guidance. Developed as part of the Enhancing Civility & Connection initiative, these materials offer practical strategies and answers to frequently asked questions about university policy—supporting you in maintaining engagement, safety, and mutual respect in the classroom.

FAQs

► 1. How can I effectively facilitate a discussion on a sensitive topic while maintaining a positive and effective learning environment for all students?

Facilitating productive discussion on sensitive topics requires a great deal of advance preparation and experience. Here are some recommendations to consider:

• Be proactive by establishing a classroom environment and guidelines that foster civil discourse through assignments, policies and syllabus statements well before a classroom discussion occurs. Anticipate and prepare to handle disruption constructively. A CWRU Civil Discourse Advisory Group that included faculty from across the university created these 10 skills for engaging in civil discourse that can be used in classes.
• From the first day of class, be transparent with students about the importance of civil discourse and consider asking them to help shape the classroom expectations for these discussions. Examples might include:
  • Listen with an open mind.
  • Enter the classroom space with good intentions.
  • Address the statement, not the person.
• Ensure the discussion topic supports the course learning objectives, and explicitly share with the class the purpose and goals of the discussion.
• During the discussion, be attentive to both verbal and non-verbal communication (i.e., body language). Consider providing options for extending the discussion beyond verbal interactions to handwritten ideas and/or extensions of the conversation on a Canvas Discussion Board to allow all students to have a voice. 
• Try to assume "positive intent” even when an offensive statement is made, and explore if there is a lack of understanding so the harm caused by the statement can be repaired. 
• If at some point you experience an inappropriate comment during the discussion, consider strategies to de-escalate the situation using techniques from UCITE.

► 2. What do I do if an in-class conflict or debate escalates?

If a student disrupts class through inappropriate behavior or threats, first remind the student of the rules for engaging with one another for the class. You may also consider asking the student to stop and warning them that further disruption may result in disciplinary action. 

If the student continues, faculty may request that the student leave the classroom. Indicate to the student that the matter will be referred for disciplinary action.

If the student refuses to leave, inform them that the refusal may constitute a separate violation of the University Academic Integrity Code, resulting in a potentially more severe response.

If the situation worsens and you determine that the disruptive behavior poses a risk to you or your students’ safety, or if you feel that class activities cannot continue, then you should consider dismissing class for the day, and/or you may contact the Case Western Reserve University Division of Public Safety at 216.368.3333. 

Please immediately inform your department chair or program director and consider what communications may be needed or steps taken before the class meets again to ensure the conflict does not recur.

► 3. How do I handle student complaints about classroom content?

First, you should provide the student with information on the appropriate university processes. 
Undergraduate students should be advised to follow the Academic Grievance Policy. The student should first discuss their concern with the instructor prior to any escalation to the department chair and, ultimately, to the dean of the school or college.

Graduate students should be directed to the Grievance Procedure administered through the School of Graduate Studies. The procedure begins with the student discussing their grievance directly with the person involved before raising it to the department chair or program director and, finally, the School of Graduate Studies.

In addition, student complaints can be directed to the Office of Equity, which will review all concerns pursuant to the Policy Against Discrimination, Harassment, Intimidation and Retaliation.

► 4. What is the university's process for reporting and investigating concerns about harmful speech, and how does CWRU define harmful speech in the context of academic discourse? When am I required to report student speech or conduct?

The CWRU Freedom of Expression/Expressive Activities policy provides guidance on the boundaries for freedom of expression. When a student’s speech or conduct violates this policy or any university policy, then it should be reported to the appropriate office. 

For example, if a student violates an antidiscrimination law or the university’s Policy Against Discrimination, Harassment, Intimidation and Retaliation, then the Office of Equity should be immediately notified. If a student violates the Student Code of Conduct, then the Office of Student Affairs should be notified.

► 5. How do I respond to a student who states they feel unsafe or marginalized because of a comment made in class or in a reading?

Acknowledge the student’s perspective and arrange to meet with them outside of class to listen more closely to their concerns. Try to determine if a university policy has been violated and, if so, follow up with the appropriate office. In circumstances that do not involve a policy violation, helping students understand that such discomfort can be an important part of learning and intellectual growth can be impactful. UCITE provides resources on classroom management in this respect.

Resources & Policies