According to a recent survey conducted by researchers from the University of California Los Angeles and University of California Riverside, approximately 70 percent of high school principals have reported significant political conflict related to contentious issues such as race, LGBTQ students’ rights, access to library books, and social-emotional learning. This data suggests that political tensions in schools are becoming increasingly prevalent.
Furthermore, nearly half of the 682 high school principals interviewed from all 50 states stated that the level of community-level conflict during the 2021-22 school year was higher than in the previous year. Only three percent reported a decrease in such conflicts. These findings are part of a new report titled "Educating for a Diverse Democracy," which examines the impact of political divisions on classrooms since the start of the pandemic. It follows a similar survey conducted in 2018, where principals were asked about the influence of societal issues on schools.
Principals shared that they have been experiencing increased pressure and political conflict from parents and community members. This has resulted in behavioral issues among students, heightened hostility within the community, and attempts to censor discussions about topics related to race, gender, and sexuality. Joseph Kahne, an education policy and politics professor at UC Riverside and one of the authors of the report, emphasized the stressful and challenging environment this has created for principals and their staff. Additionally, the report highlights evidence suggesting that this situation has limited principals’ support for inclusive educational practices.
In terms of parental pushback, around 50 percent of principals reported that parents or community members have attempted to restrict or challenge the teaching and learning of issues related to race and racism. A similar percentage (48 percent) experienced resistance towards policies and practices concerning LGBTQ students’ rights. Additionally, one-third of principals faced opposition regarding student access to certain books in the school library that some parents and community members considered inappropriate. Furthermore, 39 percent of principals reported attempts to limit or challenge social-emotional learning.
Researchers have attributed these findings to the enduring influence of conservative parental rights movements and the widespread attention given to critical race theory. Principals mentioned concerns voiced by parents and community members regarding the perceived presence of critical race theory in schools, even though teachers claimed they were not teaching it. This has been particularly disorienting for conservative principals who are finding themselves at odds with people they usually agree with politically.
The survey also revealed that nearly 70 percent of principals reported instances where students made derogatory or hateful comments towards their classmates for expressing either liberal or conservative views. Additionally, 62 percent of principals noted that political differences among students have led to contentious classroom environments. These statistics indicate a troubling trend where growing tensions prevent students from engaging in productive discussions about their political differences. John Rogers, an education professor at UCLA and an author of the report, expressed concern about this development, stating that when schools become targets of political attacks, it further encourages young people to engage in such campaigns.
Joseph Kahne warned that the situation may worsen if schools restrict teaching on controversial topics such as the role of racism in history and LGBTQ student issues and rights. He highlighted the importance of schools providing opportunities for informed and respectful debates and discussions, as this is a fundamental purpose of education. Without such opportunities, young people may only encounter these conversations on social media or in the public sphere.
The report also highlighted that political tensions are more pronounced in "purple" communities, implying areas with a mix of political affiliations.
“There has been a deliberate campaign since the summer of 2020 to intensify conflicts, especially in politically disputed communities, in order to gain partisan advantage,” stated Rogers.
What is our next step?
Rogers and Kahne perceive the survey results as an urgent call to action for society as a whole. "We need a diverse range of individuals from the public to unite and declare, ‘While we may have differing political beliefs, we will demonstrate our support for the fundamental principles of a diverse democracy and recognize the crucial role that public schools must play in educating towards a diverse democracy,’" asserted Rogers.
In their research, Rogers and Kahne discovered that school districts with superintendents who prioritize civic education were more inclined to "provide support related to discussing controversial issues, addressing misinformation, teaching the literature and history of various groups, and combating intolerance based on factors such as race and LGBTQ+ status." In schools where district leaders highly prioritize civics education, 61 percent of principals reported taking action to support LGBTQ students, while 44 percent took action to foster learning about race and racism. On the other hand, in districts where there is a low emphasis on civics education, 50 percent of principals indicated taking action to support LGBTQ students, and only 30 percent took action to promote learning about race and racism. Moreover, Kahne noted that principals who actively engage in civic matters themselves are more likely to support LGBTQ students and encourage learning about race and racism.
"If the community encourages their leaders to undertake these initiatives, it will have a positive impact," added Kahne. "Parents attending board meetings and expressing the significance of these issues to them will give leaders the reassurance and motivation to move in the right direction. It will also create a sense that their efforts to defend these values during challenging times will be supported."
