Discussing Controversial Issues:
Engaging All Students in Discussion

In workshops on discussing controversial issues, teachers virtually always raise the question of students who do not participate in discussion. If students are not active in discussions because of their cultural background, is it insensitive and undemocratic to require them to participate—or is it disadvantaging them not to help them develop the skills needed to participate in democratic discourse? 

On this philosophic or ethical question, we favor the latter position—that, as civic educators, we are ethically obligated to teach all students how to be involved in deliberation of important public issues.


Taking this position does not, however, solve the difficult problems of engaging all students in discussion. How can students be encouraged to participate without violating important cultural norms? How can the very real peer factors that discourage some students from participating be dealt with? What about students who are shy or very anxious about speaking in front of others?

Perhaps a look at the reasons why students are reticent may be helpful (adapted from William W. Wilen, “Encouraging Reticent Students’ Participation in Classroom Discussions,” Social Education, January 2004, pp. 51-56):

1. Students do not believe they can be successful, either due to low self-esteem or a belief that success is due to luck or accident.

2. Students fear being ridiculed or criticized by peers.

3. Students were raised in cultures that forbid or discourage speaking out in classroom settings.

4. Students perceive the classroom climate as not truly open. They believe that some students talk too much, a perception that leads to lack of participation, or they believe that the teacher is judgmental and wish to avoid such judgments.

5. Students want to avoid conflict; avoidance of conflict may be the result of cultural factors or individual experience.

6. Some students are afraid to speak out in public under any circumstances (sometimes termed communication apprehension).

Clearly, a positive classroom climate in which all students are treated with respect—by the teacher and by their classmates—is critical to encouraging all students to participate. Democratically developed discussion norms that encourage participation and ban put-downs can be an element of developing such a climate. If participation is unbalanced, you may need to talk with the class about adding some additional norms to discourage monopolization of the conversation by a few students. For example, a norm could be developed saying that new participants in a discussion are given priority over previous contributors.

The way discussion is assessed can also encourage broad participation. For example, assessment can reward students who invite others into the conversation and penalize students who dominate the discussion.

Preparation is also a key in putting all students on some-equal footing as they enter the discussion. Students should have time and resources to not only learn substantive information that can be used to support their arguments but also time to develop questions and talking points. This can be done individually or in pairs to provide support for the student who has difficulty speaking to the group. Students can be encouraged to “rehearse” their thinking.

Balancing large-group and small-group discussions can be an effective strategy in engaging all students. Practice talking in small groups can develop students’ confidence. Even in a large-group discussion, you may want to have brief periods in which students break into smaller groups for discussion to give students who are anxious about talking the large group an opportunity to participate.

At the end of a discussion, teachers can invite those who haven’t participated to comment on what they got out of listening to the conversation or to assess the positives and negatives of the discussion. Another discussion-ending option is for students to pair up for one last opportunity to explain their opinion to someone who will listen closely.

These suggestions for engaging all students in discussion are drawn from the literature and from our own experiences working with teachers. We invite users of this web site to suggest strategies they have used to encourage participation.