ELEP Toolkit 1: Preparing a session teaching difficult and/or sensitive topics

This toolkit offers a three-stage approach to preparing to teach difficult and/or sensitive topics.

7 May 2025

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Aims

This toolkit aims to help you:

Recognise the importance of understanding the emotional and psychological impacts of teaching difficult and sensitive topics.Adopt and implement active and inclusive teaching strategies that promote emotional inclusion and psychological safety.

Reflect on your own skills in thorough planning, sequencing of learning material, and reflecting on teaching practices.

Introduction

Teaching difficult and sensitive topics is becoming increasingly common as part of keeping our curriculum up-to-date and relevant for learners. However, this can pose tensions and dilemmas for teaching practices. Being proactive and prepared is essential for creating emotionally inclusive and psychologically safe spaces, which are important dimensions of successful learning.

Difficult and sensitive topics are subjects that can evoke strong emotions or discomfort due to their complex, controversial, contentious nature. These topics often include issues related to race, gender, sexuality, disability, mental health, violence, and historical injustices.

This toolkit will work through a three-stage approach to planning: pre-session; during the session; and post-session. It will consider preparing the students, yourself, and your resources.

Defining and including difficult and/or sensitive topics

Preparing to teach these topics effectively involves recognising their potential to impact individuals differently based on their personal experiences and backgrounds. It requires an understanding of the emotional and psychological aspects of learning and the implications for teaching a diverse group of learners.

These sorts of topics can help students develop critical thinking skills, empathy, and a deeper understanding of complex societal issues. By engaging with these subjects, students can better prepare for real-world challenges and contribute to a more inclusive and equitable society.

To effectively teach these topics, educators must adopt an active and inclusive approach to promoting emotional inclusion and psychological safety (as discussed in Toolkit 02). This involves creating a supportive classroom atmosphere where students feel able to express their thoughts and emotions without negative repercussions. However, this must be balanced with accountability, and it is important to be clear about boundaries for behaviour.

Part 1: Preparing

Preparing yourself

Educators in higher education can prepare themselves to teach difficult and sensitive topics by engaging in thorough planning and sequencing of the learning material. It is crucial to structure the curriculum in a way that gradually introduces complex topics, allowing students to build a foundation of understanding before delving into more challenging content. This approach helps to manage the emotional impact on students and ensures a scaffolded learning experience.

Additionally, collaborating with colleagues can provide valuable insights and support. By sharing strategies and experiences, educators can develop more effective teaching methods and create a cohesive approach to handling sensitive subjects.

Reflecting on the success of each session is another important aspect of preparation. Educators should regularly assess what worked well and what could be improved, using feedback from students and peers to refine their approach.

Preparing students

Preparing students to learn about difficult and sensitive topics involves several key strategies to ensure they feel supported and engaged throughout the learning process (Figure 1).

First, it's important to set clear expectations from the beginning. Educators should communicate the nature of the topics that will be covered and explain why they are included in the curriculum. This helps students understand the relevance and importance of these subjects. Providing a safe and respectful classroom environment is crucial, where students feel comfortable expressing their thoughts and emotions without fear of judgment. Clear boundaries are vital to maintain well-being and engagement when teaching sensitive topics. Boundaries help manage time and energy, preventing burnout and ensuring tutors provide consistent support.

Another effective strategy is to gradually introduce sensitive topics, allowing students to build a foundation of knowledge and understanding before tackling more complex issues. This can be achieved through careful sequencing of the learning material. Additionally, incorporating diverse perspectives and voices can help students appreciate the multifaceted nature of these topics. Regular check-ins and opportunities for reflection with colleagues can help educators process their emotions and thoughts, ensuring they feel positive and supported in their teaching.

A chain of colourful text boxes, in this order: Exploring terminology to Sharing experiences to Historical contexts to Current contexts to Reflection so far to Questions we still have to Facing dilemmas to Learning and next steps

Preparatory resources

You may consider developing some or all these ideas for your module:

Teaching statements: to outline your approach to teaching the topic. This is important so that students understand the rationale behind teaching approaches and the content included. It also prepares them for the kind of activities you might ask them to do.

Glossary of terms: when working with difficult and sensitive topics it is essential to develop a shared understanding of the terminology in the field or discipline. Providing definitions and links to further information can help students to prepare for terms they may be unfamiliar with. This work can also be developed into formative tasks, such asking students to research alternative definitions, to decolonise the existing definitions or to rewrite formal definitions in more accessible and connective ways.

Clarity: clarity is an underappreciated concept in higher education teaching. Clarity in education refers to the practice of making learning objectives, instructions, expectations, and content as clear and understandable as possible for students. In the case of teaching difficult and sensitive topics, it is crucial. It is important to reframe ideas about clarity as ‘spoon-feeding’ in this context; ensuring that all students know how they can successfully participate is an essential pillar of inclusive education. Clarity can reduce cognitive load and mean that student can focus on the learning outcomes you have planned.

“What if” statements: it is impossible to anticipate everything that might happen in a classroom environment, but having an anticipatory mindset is crucial for inclusive practice. This can be done by sharing FAQs on Moodle before a module or session begins, or it can be done collaboratively with the group as a discussion in a session.

Social contracts: social contracts establish clear expectations for behaviour and academic performance, reducing potential misunderstandings and conflicts. By involving students in the creation of the contract, a sense of community and mutual respect is built, enhancing communication and collaboration. Social contracts also include agreed-upon consequences for not adhering to the rules, helping students understand the importance of their actions and encouraging them to take responsibility for their behaviour.

Content notes: also known as ‘trigger warning’. This is a contested area of education practice and there is wide variation in how content notes are utilised. However, sharing information about content and approaches prepares learners to engage with new content.

Part 2: Strategies

There is no ‘one size fits all’ approach to teaching difficult and sensitive subjects, and the context for teaching, and group size will make a difference to the sort of strategies used.

Online learning: this requires the tutor to give the students time to think in the session, to consider the difference pace of learning remotely, and what is gained and lost by being remote.

Micro learning: non-linear learning gives learners the flexibility to choose the order in which they engage with the materials and topics, rather than following a sequential path. This technique can be useful for enabling students to select topics and miss out and skip topics that they do not wish to engage with, with a view to come back to them later.

Groupwork: working with groups requires careful thinking about structure and managing student interactions. We need to foster dignity and respect, especially when working with the most sensitive of issues.
Lectures: large lecturers create a different set of challenges when teaching difficult and sensitive topics. While there will be limited opportunities for peer-to-peer dialogue or group work, discomfort can arrive when unexpected questions arise.

Part 3: Following up: reflect and evaluate

Follow-up is crucial after teaching difficult topics to ensure that students have processed the material effectively and feel supported. Engaging in conversations with students about their experiences allows tutors to understand their perspectives, address any concerns, and provide additional support if needed. This can be done in a variety of ways and built into continuous module dialogue (CMD) mechanisms if appropriate.

Looking after yourself

Peer support is crucial when teaching sensitive topics. Through peer support, tutors can share experiences, offer advice, and provide mutual encouragement. A sense of community helps reduce feelings of isolation and stress, fostering a more supportive and collaborative work environment.

Who needs to know that you are going to be teaching a difficult and/or sensitive topic?

What support would be useful for you?

Continuous professional development and learning are essential to stay informed about the best practices for teaching sensitive topics. Engaging in workshops, seminars, and courses allows tutors to acquire new skills and knowledge, which can improve their teaching methods and confidence.

What additional learning would support your practice?

How can you be given time to invest in your own learning?

Setting clear boundaries is vital to maintain well-being and effectiveness when teaching sensitive topics. Boundaries help manage time and energy, preventing burnout and ensuring tutors provide consistent support to their students. Boundaries should be clearly communicated in advance of the session on Moodle and verbally before, during, and after a session.

How do students know about your boundaries?

How do you communicate this in your sessions?

Further reading on following up

UCL provides guidance on carrying out continuous module dialogue (CMD).

Lessening sensitivity: student experiences of teaching and learning sensitive issues, this research suggested that while sometimes complex, student experiences of difficult and sensitive topics were enhanced by small, repeated opportunities to learn about these topics.

Key takeaways

Teaching difficult and/or sensitive topics in higher education can provide powerful and engaging learning opportunities for students.

It is important that sessions are carefully planned and include robust strategies for supporting students’ emotional inclusion and psychological safety.

Using a three-part approach can structure planning and help with ensuring that we include important components in our teaching.

It is likely that strong emotions can come into the classroom. This can have negative consequences for learners’ experiences and well-being. Therefore, is important to explore how to work with discomfort with students.

Building time for careful planning and time to check in with colleagues about your teaching is important for educator care.

Further resources

ELEP Toolkit 2: Working with emotions in the higher education classroom.

ELEP Toolkit 3: Teaching UCL’s eugenics legacies now and in the future.

The ELEP website has a suite of resources including a framework for teaching difficult knowledge, a set of case studies, and a UCL Extend course.

The following papers offer reflections from tutors working in HE contexts. They explore the complexities of navigating student experience when introducing content that is difficult and sensitive, from different disciplines.

Brina, C. (2003) ‘Not crying, but laughing: the ethics of horrifying students’ Teaching in Higher Education, 8:4, pp. 517-528

Barlow, M. R., & Becker-Blease, K. (2012). Caring for Our Students in Courses With Potentially Threatening Content. Psychology of Women Quarterly, 36(2), 240-243. https://doi.org/10.1177/0361684312442662

Heath, M., Due, C., Hamood, W., Hutchinson, A., Leiman, T., Maxfield, K., & Warland, J. (2017). Teaching sensitive material: A multi-disciplinary perspective. ergo, 4(1).

Plath, L. (2013) ‘Looking at lynching: ethical and practical matters faced when using lynching photographs in the classroom’.

Markowska-Manista, U., 2020. Tackling sensitive and controversial topics in social research. Society Register, 4(2), pp. 7-24.

References

Bryce, I., Horwood, N., Cantrell, K., & Gildersleeve, J. (2023). Pulling the Trigger: A Systematic Literature Review of Trigger Warnings as a Strategy for Reducing Traumatization in Higher Education. Trauma, Violence, & Abuse, 24(4), 2882-2894. https://doi.org/10.1177/15248380221118968

Cebula, K., Macleod, G., Stone, K., & Chan, S. W. Y. (2022). Student experiences of learning about potentially emotionally sensitive topics: trigger warnings are not the whole story. Journal of Further and Higher Education, 46(8), 1120–1134. https://doi.org/10.1080/0309877X.2022.2055449

Lowe, P. (2014). Lessening sensitivity: student experiences of teaching and learning sensitive issues. Teaching in Higher Education, 20(1), 119–129. https://doi.org/10.1080/13562517.2014.957272

Parra, S. L., Wansink, B. G. J., Bakker, C., & van Liere, L. M. (2022). Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics. Theory & Research in Social Education, 51(2), 201–232. https://doi.org/10.1080/00933104.2022.2145923

Rodger, S., Murray, H. G., & Cummings, A. L. (2007). Effects of teacher clarity and student anxiety on student outcomes. Teaching in Higher Education, 12(1), 91–104. https://doi.org/10.1080/13562510601102255