Issue link: http://educator.cta.org/i/882783
strive for thinkers, ideally. This applies not only to conservatives, but any others whose view- points are divergent from the majority. However, free expression does not protect the ability to commit acts of violence and intimidation, or to bring guns into the marketplace of ideas. What type of students are most vulnerable to being influenced by hate groups? Students who have experienced personal hardships and feel disenfranchised, fearful of change, disrespected by peers and ignored by educators are most at risk. My advice to teachers: Converse with them. Hear what their aspirations and fears are, then respond to ideas and concerns with facts and context, empath- ically, both personally and institutionally. Hate leaders exploit the unheard with both a sense of community, status and mission, albeit with reliance on a narrative of superiority, grievance and conspiracy theories. What can educators do to prevent the alt-right or any extremists from recruiting students on campus? I don't think universities should prevent the expression of viewpoints, but we can also hold our own events that reveal their intellectual and ethical bankruptcy. Still, schools can enforce viewpoint-neutral rules relating to where items can be posted and events held, and enforce even-handed time, place and manner restric- tions. And educators should make current events into incredible teachable moments. I tell students my classroom is a free-speech zone, and the only limits are that they can't insult or threaten someone in the classroom. We need to make free speech a cherished value and not something that's merely utilitar- ian when it suits one's own viewpoint. Live the First Amendment — defend the right to speak as an independent civic value, even when divergent. Encourage differing opinions with a focus on the articulation of underlying facts and experiences that buttress those views. We don't owe everyone a bullhorn, but we do owe a commitment to dialogue. Engage students rather than shutting them down, and know that sometimes even well-meaning people can offend. Grade schools and high schools can be more restrictive regarding nonstudent visitors, but First Amendment values are important to promote there as well. 23 O C T O B E R / N O V E M B E R 2 017 RACISM SEX RACISM X RACISM EX E I RACISM I RACISM S RACISM S RACISM M RACISM M RACISM SM S RACISM S RACISM M RACISM S RACISM H S H SE H E O E O EX O X EX E O EX E M X M X OM O X O X M X O X O X O XI O IS O S MO M X M X O X M X P S P SM P M SM S P SM S H M H M O M O M BIA A H A HO A O R O R O E O E OM E M OM O E OM O N A N A O A O AR O R T R T RE T E ALLOWED H N H NO H O E O E OT E T R A R A E A E AL E L #WeAreCTA How to Respond to Hate Here are ways educators can respond to incidents of hateful words, actions and images in school: 1. Be present and available. Bullying can occur anywhere in the school building or on the grounds. Be present during school transitions. Tell your students they can come to you. 2. Intervene! If you witness bullying, racist slurs or name-calling, stop the incident immediately. Separate the students. Get help from other staff if needed. Ask targeted students if they 're OK. 3. Give clear messages. Students who bully or commit acts of hate must hear the message that their behavior is wrong and harms others. Targeted students must hear the mes- sage that caring adults will protect them. 4. Be calm. Don't require students to apologize or make amends right after you stop the incident. You may not know the full story. First focus on safety and keep everyone calm. 5. Support the targeted students. Make eye contact with the targeted students, demonstrate empathy, and reassure them that what happened was not their fault. 6. Tell students never to ignore bullying or hateful actions. Let bystanders who stood up for targeted students know that you admire their courage, and thank them. Give other bystanders examples of how to intervene appropriately the next time (get an adult, tell the person to stop, etc.). 7. Investigate, document, follow up. After the incident, question all involved individually. If appropriate, impose immediate consequences on students who bullied; provide them necessary support, such as counseling. Work with colleagues to improve your school climate to build a cul- ture that prevents bullying. 8. Be a caring advocate. Make sure students are supported and have needed resources well beyond the incident. Involve other staff for guidance and emotional support. Additional resources: • CTA's Social Justice Toolkit, with tips, lesson plans and materials, including instruction on how to report hate inci- dents, at cta.org/forallstudents. • NEA's resources to help students, teachers and families unite against hate at nea.org/charlottesville. • Teaching Tolerance's special publication, "Respond- ing to Hate and Bias at School: A guide for administrators, counselors and teachers," downloadable at tolerance.org/publications. One of several social justice posters available for download at cta.org/forallstudents.