Teaching in the aftermath of the election may present unique challenges that require some planning and remind us of our commitment to our shared vision at UMBC of inclusive excellence in which we welcome and inspire inquisitive minds from all backgrounds.
The duration and intensity of events in the post-election period are unpredictable. We could get immediate decisive results, have a delay of a few days as votes are counted, or undergo an extended period of legal challenges and contested outcomes.
The impact on students will vary. No matter the outcome, it is a given that some will feel disappointment with the results. The effects will also differ based on students’ identities, positionalities, and individual circumstances. For some, election outcomes may have direct implications for their lives, while others may feel less immediate impact.
After Election Day, we may experience a more charged classroom atmosphere where many students may be processing intense emotions and heightened stress. As educators, we can provide non-partisan guidance as students navigate post-election developments, evaluate information, consider consequences, and contemplate their ongoing role in civic life.
As you strive to support your students and navigate this teaching moment, consultants in the FDC are available to talk with you about planning courses or class sessions. To schedule a consultation, send us a message at fdc@umbc.edu.
Planning Your Post-Election Teaching Strategy
While elections offer valuable teaching moments to engage students in democratic processes, the reality of managing classroom dynamics during this period can be daunting, especially after a lengthy and intense campaign season. Our role is to foster civic engagement. Before developing your approach, take time to assess your personal situation, teaching goals, and teaching environment.
Drawing from Boston College’s Center for Teaching Excellence guidelines, key factors to consider include:
- Personal Readiness and Boundaries. Election outcomes and rhetoric affect instructors too, with impacts varying based on individual backgrounds, identities, and political views. It’s perfectly valid to let your personal well-being guide your choice of teaching strategies.
- Connection to learning. If you do decide to engage in a conversation with your students, it is often helpful to go into the conversation with a clear idea of what you are trying to accomplish, so that students have a clear sense of what is being asked of them and so that you have a clear sense of the boundaries of the conversation. Taking a look back at your learning goals can help you decide how to frame the conversation with your students, whether you can explicitly connect the election to course content and themes or tie the conversation to the development of a skill set you are working on together over the course of the semester.
- Student Energy Levels. Gauge whether students have the emotional and mental bandwidth to engage with post-election topics. You can assess this through anonymous feedback tools or direct communication. Remember that making certain activities optional can help accommodate varying student needs.
- Class Culture and Dynamics. When deciding whether to incorporate election-related discussions, consider if your class has built the necessary trust and rapport. Previous experience with challenging conversations and established discussion guidelines can provide a solid foundation for these exchanges.
Using these insights, you can select appropriate teaching methods from var ious options, including those outlined below. These strategies aren’t exclusive – you can combine different approaches based on your needs, classroom constraints, and the post-election climate.
- Small Moves to Support Students in Tumultuous Times.
Acknowledge what’s happening. One simple action we can take is to acknowledge the events taking place outside of the classroom and the effects they may be having on students (Huston & DiPietro 2007). While this gesture may seem small, it can communicate care and understanding to our students.
Consider making adjustments to support students’ learning. Research shows that anxiety and stress affect our students’ ability to focus, add to their cognitive load, and interfere with working memory (Eaton et al. 2023). Consider in advance where you can provide flexibility—such as extending a deadline or providing recordings of class sessions— and whether you want to adjust your course schedule to support student learning, such as slowing down the pace of material or providing additional opportunities for review. To help students make best use of any changes, be sure to communicate them to all students, rather than making decisions on a case-by-case basis.
Share university and community resources. Across campus, student support offices and student life organizations can provide space for students to process their reactions to election outcomes and post-election current events, connect with and find support in their communities, and manage stress. Encourage students to connect with the groups where they find affinity and community to process the election, whether they are student-run organizations or student life units.
- Strategies for Class Discussions about the Post-Election
Depending on your course focus and goals, you may decide to dedicate class time to election discussions. Options range from brief reflection exercises to in-depth facilitated discussions where students can share perspectives and develop civic engagement skills. Choose activities that align with your specific goals. For instance, if you want students to process their reactions and share thoughts, consider activities that promote deep thinking and active listening, such as personal reflection writing or a Conversation Café.
Before group discussions, establish or review classroom ground rules and community norms. Even with careful preparation, election discussions may spark unexpected tensions or emotional responses. Review the FDC’s “Handling Hot Moments” page to prepare potential responses and management techniques for challenging situations.
- Dedicating Class Time to Understanding and Engaging with the Post-Election Process
Understanding Post-Election Processes. Students may feel uncertain during the period between election day and the final outcome announcement. Many aren’t familiar with the post-voting procedures that election officials must complete:
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- Processing and counting ballots
- Reporting initial results
- Canvassing votes
- Certifying final results
These steps ensure accuracy and security but require time, especially in close races. Additionally, varying state election laws can explain why some states report results faster than others.
Helpful Resources for Students. The SLSV coalition’s 2024 Post-Election Campus Resource Guide offers several educational tools:
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- Quick video series (2-3 minutes) from the U.S. Election Assistance Commission explaining post-voting processes
- State-specific fact sheets and infographics from the How Elections Work project
Connecting to Academic Disciplines. While political science and history naturally align with election topics, other disciplines may also provide valuable insights, such as:
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- Economics: Social Choice Theory
- Mathematics: Electoral College calculations and apportionment
- Philosophy: Democratic vs. republican systems
- International Studies: Comparing political processes across cultures
Critical information literacy skills of analyzing information and evaluating evidence may be particularly important in a prolonged post-election period where the spread of misinformation is likely. Your disciplinary context may prove a valuable lens here as well. You and your students might engage with questions like:
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- How does our discipline draw conclusions about the accuracy and usefulness of information? Using these methods, what kinds of questions or conclusions might someone in our field draw about this piece of election-related information?
- Has our discipline or professionals in our field had to combat misinformation in the past? What strategies have they used? Do we see similar strategies now?
- What are our discipline’s theories for why certain ideas spread?
Adapted from University of Michigan’s Center for Research on Learning and Teaching and Boston College’s Center for Teaching Excellence, November, 2024.