Beyond the Ballot: Designing Meaningful Post-Election Class Experiences

Beyond the Ballot:
Designing Meaningful Post-Election Class Experiences

We can’t isolate our classrooms from the political and social world. Even if your course content doesn’t directly connect to election topics, students bring their whole selves to the classroom. They will appreciate meaningful connections to relevant events and opportunities to feel seen and heard. By being intentional about teaching during this critical moment, you create a space for students to process, reflect, and learn from these experiences.

An Opportunity to Redirect and Map Out Desired Results

Take a moment to reassess your teaching goals considering recent events. What are your teaching goals for this class session?

Drawing from Fink’s Taxonomy of Significant Learning, consider incorporating:

  • Caring: Foster a supportive community of learners who demonstrate empathy and understanding for diverse perspectives.
  • Human Dimension: Enable students to understand their role in a democratic society and engage in constructive dialogue across differences.
  • Learning How to Learn: Create opportunities for students to reflect on their learning process in the context of civic engagement and electoral outcomes.

Reflective Questions
  • What unique learning and teaching opportunities does this election and post-election period present for your class? 
  • What skills or perspectives do I want my students to develop as a result of engaging with post-election topics? 
  • How can I create a balance between addressing current events and maintaining course continuity? 

After this reflection, start by defining learning outcomes that can support and address post-election challenges. Here are some examples of specific learning outcomes aligned with Bloom’s taxonomy: 

  • Analyze the impact of election results on various aspects of society related to our course content. 
  • Evaluate media coverage of election outcomes using critical thinking skills developed in this class. 
  • Demonstrate the ability to engage in respectful, evidence-based discussions about election-related topics within our field of study. 
  • Apply active listening skills and techniques to meaningfully participate in dialogue about civic issues.

Reflective Questions

After reviewing the examples above, please list the learning objectives you’d like to address during this time. If relevant, please consider two additional questions:  

  • How can I use the election to illustrate key concepts in my course?  
  • How can I help students translate their learning about the election into civic engagement or professional development opportunities? 

Consider the Classroom Climate

When planning discussions about the election, be mindful of the varying perceptions of potential risk and harm among your students. Students from marginalized groups may be at greater risk of being subject to dehumanizing discourse, while students who perceive themselves to be in a political minority might worry about their standing in the class if they speak honestly. Mitigate these risks by: 

  • Framing conversations around specific principles or skills relevant to your course 
  • Allowing students to participate in a variety of ways (e.g., think-pair-share, one-minute paper, discussion board) 
  • Having a clear plan for addressing derogatory and dehumanizing language 
  • Setting clear expectations for respectful dialogue using your community agreements or CSU’s principles of community. 

Reflective Questions

Take a moment to think about your own teaching values and philosophy.  

  • What strategies can I use to ensure all students feel safe expressing their feelings, especially those who might feel marginalized or in the minority? 
  • How can I create an inclusive environment for all students to engage in post-election discussions? 
  • What course-specific concepts or skills can be applied to analyze election outcomes? 
  • What support structures can I put in place for students who may feel vulnerable or overwhelmed? 

Preparing for Heated Moments

By preparing for challenging moments, you’ll be better equipped to turn potential conflicts into valuable learning experiences.  

Note: Scholarship suggests that students value when instructors address important events promptly, you still may choose to delay in-depth election discussions to a later point in the semester if there is clear curricular relevance in a later unit and you believe students will be better prepared to engage in this conversation in a way that aligns with your course objectives at a later time. It is very understandable if you want to allow time for reflection and emotional processing. If you decide to delay, it’s still important to briefly acknowledge the election in the initial days after, share helpful resources, and inform students that you’ll be returning to it later.  

As you navigate post-election discussions, it’s critical to be ready for potentially challenging moments, such as microaggressions, heated debates, or emotionally charged responses. Here are some strategies to help you handle these situations effectively: 

  • Anticipate Possible Scenarios: Brainstorm potential challenges and plan your responses. Review resources on facilitating difficult conversations in the classroom. For example, use phrases like: 
  • “Yes, that’s one perspective, and I’d like us to also consider…”  
  • “Can you say more about that?”  
  • “While I understand where you’re coming from, that framing might unintentionally perpetuate negative stereotypes and assumptions about… Let’s consider how we might express this in a way that is more respectful of…” 
  • “Could we examine the historical context that shapes these views?” 
  • Establish a Protocol: Create a predetermined signal or phrase that allows you to pause discussions when they become too heated. For example: Using ouch and oops technique for pausing in case of microaggressions. 
  • Consider scripted phrases shared in our Five Strategies for Teaching Through the 2024 U.S. Election. 
  • Seek Support: Connect to colleagues and campus resources to brainstorm for potential strategies. Reach out to TILT for additional guidance. For GTAs, a faculty mentor, a supervising faculty member, or a director of graduate studies are good places to start. 

Check How and What You Want to Share

Before we start, reflect on your role as an educator, positionally and identity in this sensitive time.


Reflective Questions 
  • What personal experiences or biases might influence my approach to post-election discussions? 
  • How can I create a balance between sharing my own perspectives and encouraging diverse viewpoints? 
  • To what extent do I feel comfortable sharing my own experiences, viewpoints, and feelings with my students? If I do not feel comfortable, what are some reasons for that? 

In the wake of an election, students may often seek connection, understanding, and a sense of belonging in your classroom. By thoughtfully adjusting your course design and creating room for reflection and discussion, you can guide students with care and intentionality. Whether you choose to address election outcomes immediately or weave them into later discussions, the key lies in fostering a classroom culture where students feel seen, respected, and safe to experience their emotions. Your thoughtful preparation ensures that the classroom remains a place of learning, even amidst uneasy times. 

Additionally, it’s essential to prioritize self-care and self-compassion during this period. Facilitating these discussions can be emotionally taxing, so we recommend having a self-care plan in place for after difficult class sessions, including a list of resources and strategies to support your well-being as an important post-election teaching plan. 


Next step: To move forward with your lesson planning, review the “From Tension to Teaching: 10 Activities for Creating Inclusive Learning Spaces after the Election” resource to design activities that support constructive dialogue and build classroom community.  

  1. Cheung, F., Ganote, C., & Souza, T. (2016). Microaggressions and microresistance: Supporting and empowering students. In M. Bart (Ed.), Diversity and inclusion in the college classroom (pp. 15–17). Faculty Focus. 

  2. Fink, L. D. (2005). Integrated course design. IDEA Paper 42. IDEA Center. https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/Idea_Paper_42.pdf

  3. Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Association for Supervision and Curriculum Development.