The recent events on our campus have had a significant impact on our UvA community. We understand that you may find it important to address what has happened with your students (and/or colleagues). And maybe you’re unsure how to do so.

In our role as educators, we can serve as a point of contact for students and initiate a conversation. This may feel uncomfortable and difficult. The events may personally affect you, or you may feel uncertain about facilitating an open discussion. It’s not about whether you agree or disagree with students, but about creating a safe environment where they feel comfortable expressing themselves (and where you do too!). On this page, we present you with a step-by-step plan that can assist in (choosing to have) a conversation.

Start

First consider for yourself whether you want to have a conversation with your students and whether there is sufficient need for it among students.

If you decide not to engage in conversation, we recommend that you still follow Step 1. You can then refer students (step 2). If necessary, you can then refer students to existing helplines within the UvA.

For example

Things to consider:

Are you genuinely curious, even about perspectives that differ from your own?
Are you willing?
Can you set aside your own opinions/views?

Step 1

Always explicitly acknowledge the recent events at the beginning of your meeting. Stick to the facts and be authentic. We recommend not taking a substantive position, but do share if/how you have been personally affected.

For example

“A lot has happened at our university recently. I find the events complex, and they affect me personally.”

Step 2

Option 1: Express that you would like to talk about this and state the purpose of the conversation.

Option 2: Express that you prefer not to discuss this.

For example

Option 1: “I can imagine this also affects you, and I would like to use this meeting to talk about it together. My goal for this conversation is for us to understand each other better and for everyone to feel heard.”

Option 2: “I can imagine this also affects you. I don’t want to address it during this meeting, but I would like to refer you to [xxx] (e.g., student advisors) if you need support or want to share your story.”

Step 3

Give a clear time limit for this conversation. A check-in can be done in 10 minutes and can also take the entire class hour. Think about how much time you want and can devote to it.

Make a suggestion of some conversation rules and ask your students if they agree with the rules and if they have any additions.

For example

“I want to dedicate the first [number] minutes of the meeting to this conversation so that everyone has the chance to briefly share, and then we can also proceed with the lesson content. To ensure everyone feels safe enough to participate, I’d like us to establish conversation rules together. I’ll propose some, and I ask you to add to them.” The goal is to listen to each other, not to convince each other.

Examples of conversation rules:

Respect each other’s identity, perspectives, and boundaries.
What is discussed here stays in this space (unless explicitly asked to share further).
Do not interrupt each other.
No personal attacks or accusations.
Avoid generalizations.
Assume good intentions from your peers.

Step 4

As the teacher, start the conversation with a clear question. Ask about experiences, events, emotions and facts. Invite everyone to share something if they feel the need. Start by yourself.

For example

“I would like to ask you to share your perspectives. You can indicate your support with a gesture. I’ll start. I feel […] (e.g., angry). I find the situation very complex, but I am […] because […]. Who else would like to share a perspective?”

Examples of check-in questions:

How are you sitting here today?

What are reasons for you to be sitting here? And which ones for not sitting here?

What moment of late has stood out to you?

What does … mean to you personally?

What question is occupying your mind right now?

Step 5

Facilitate the conversation by paraphrasing/summarizing after the initial shared experiences. Ask process questions and explicitly appreciate everyone’s input. Spread the conversation. Explicitly invite others to share different perspectives.

Ensure that no debate starts. Take on the role of a discussion leader and remind participants of the purpose of this conversation and the rules in such a situation.

You can find more background information here.

For example

Process questions:
“Does anyone have a different experience?”
“Would you like to tell us more about that?”
“Is there anything we haven’t discussed yet?”
“Do you know of other perspectives around you?”

Intervention:
“I notice that we’re veering more towards who is correct, but the purpose of this conversation is to hear from each other how things are going. Let’s return to that.”

Step 6

Close the conversation by asking if everyone feels they have been able to express themselves or if there are any final additions.

Voorbeeld

“Is there anything left unspoken or does anyone have any final additions?”

Step 7

If there is no response, thank everyone explicitly again for their input and for being able to have a constructive conversation together.

Summarize the perspectives heard once more at the end.

For example

“I’m glad we were able to have such a constructive conversation as a group, and I want to thank everyone for sharing and listening.”

Step 8

Emphasize that students can still come to you after this conversation (for example, regarding feelings of insecurity or fear) and refer them to the appropriate person within our community.

For example

“I want to emphasize that my door remains open even after this conversation for any students who want to talk further.”