The Trump Effect

This is a reprint from the Southern Poverty Law Center:

Every four years, teachers in the United States use the presidential election to impart valuable lessons to students about the electoral process, democracy, government and the responsibilities of citizenship.

But, for students and teachers alike, this year’s primary season is starkly different from any in recent memory. The results of an online survey conducted by Teaching Tolerance suggest that the campaign is having a profoundly negative effect on children and classrooms.

It’s producing an alarming level of fear and anxiety among children of color and inflaming racial and ethnic tensions in the classroom. Many students worry about being deported.

Other students have been emboldened by the divisive, often juvenile rhetoric in the campaign. Teachers have noted an increase in bullying, harassment and intimidation of students whose races, religions or nationalities have been the verbal targets of candidates on the campaign trail.

Educators are perplexed and conflicted about what to do. They report being stymied by the need to remain nonpartisan but disturbed by the anxiety in their classrooms and the lessons that children may be absorbing from this campaign.

Two responses from teachers illustrate their dilemma. A teacher in Arlington, Virginia, says, “I try to not bring it up since it is so stressful for my students.” Another, in Indianapolis, Indiana, says, “I am at a point where I’m going to take a stand even if it costs me my position.”

Our survey of approximately 2,000 K-12 teachers was not scientific. Our email subscribers and those who visit our website are not a random sample of teachers nationally, and those who chose to respond to our survey are likely to be those who are most concerned about the impact of the presidential campaign on their students and schools.

But the data we collected is the richest source of information that we know of about the effect of the presidential campaign on education in our country. And there is nothing counterintuitive about the results. They show a disturbing nationwide problem, one that is particularly acute in schools with high concentrations of minority children.

Here are the highlights:

  • More than two-thirds of the teachers reported that students—mainly immigrants, children of immigrants and Muslims—have expressed concerns or fears about what might happen to them or their families after the election.
  • More than half have seen an increase in uncivil political discourse.
  • More than one-third have observed an increase in anti-Muslim or anti-immigrant sentiment.
  • More than 40 percent are hesitant to teach about the election.

The comments are particularly revealing.

The survey did not identify any candidates. But out of 5,000 total comments, more than 1,000 mentioned Donald Trump. In contrast, a total of fewer than 200 contained the names Ted Cruz, Bernie Sanders or Hillary Clinton. During the campaign, Trump has spoken of deporting millions of Latino immigrants, building a wall between the United States and Mexico, banning Muslim immigrants and even killing the families of Islamist terrorists. He has also called Mexican immigrants “rapists” and drug dealers.

“My students are terrified of Donald Trump,” says one teacher from a middle school with a large population of African-American Muslims. “They think that if he’s elected, all black people will get sent back to Africa.”

In state after state, teachers report similar fears among minority children.

In Virginia, an elementary school teacher says students are “crying in the classroom and having meltdowns at home.” In Oregon, a K-3 teacher says her black students are “concerned for their safety because of what they see on TV at Trump rallies.” In North Carolina, a high school teacher says she has “Latino students who carry their birth certificates and Social Security cards to school because they are afraid they will be deported.”

Some of the stories are heartbreaking. In Tennessee, a kindergarten teacher says a Latino child—told by classmates that he will be deported and trapped behind a wall—asks every day, “Is the wall here yet?”

Many children, however, are not afraid at all. Rather, some are using the word Trump as a taunt or as a chant as they gang up on others. Muslim children are being calledterrorist or ISIS or bomber.

“Students are hearing more hate language than I have ever heard at our school before,” says a high school teacher in Helena, Montana. Another teacher reports that a fifth-grader told a Muslim student “that he was supporting Donald Trump because he was going to kill all of the Muslims if he became president!”

The long-term impact on children’s well-being, their behavior or their civic education is impossible to gauge. Some teachers report that their students are highly engaged and interested in the political process this year. Others worry that the election is making them “less trusting of government” or “hostile to opposing points of view,” or that children are “losing respect for the political process.”

For the sake of children and their education, presidential candidates should begin modeling the kind of civil behavior and civic values that we all want children to learn in school. Barring such a change in tone, however, teachers and school administrators will face an uphill battle. Remaining impartial will be difficult when the students’ conversation revolves largely around Trump.

But we urge educators not to abandon their teaching about the election, to use instances of incivility as teaching moments, and to support the children who are hurt, confused and frightened by what they’re hearing from the candidates.

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