Active listening and dealing with sensitive topics

Guidance on how to participate and support the participation of others within a diverse, inclusive and respectful learning environment. (Maximum 300 words)

What is a sensitive topic?

During your time as a student, you are likely to encounter a wide range of opinions that may include views that challenge or contradict your own. One of the really great things about studying at University is that you are part of a diverse cohort of students, each with different backgrounds, circumstances, cultures and lived experiences.

This diversity brings a richness and multiplicity of perspectives to any discussion, which provides valuable opportunities to learn from one another. It also means that any topic that touches on our characteristics, beliefs, attitudes, values or lived experience can be sensitive.

It is important to be mindful of the potential for our own ideas and opinions to be received and interpreted in a range of different ways and recognise that others may not only disagree with them, but find them difficult to encounter.

The following sections will introduce some strategies that might be useful to help deal with sensitive topics in the classroom.

Engaging with a sensitive topic

If you are concerned about how your ideas or opinions may be received in an academic setting, that is probably a good sign as it shows you are being thoughtful and empathetic towards your fellow students and tutors!

A strong emotional response to an idea is not necessarily a bad thing as it can provide a powerful opportunity to reach a deeper understanding of the issues at stake. However, an emotional response can also manifest itself in confrontation, which is usually less likely to result in a positive learning experience. Anticipating, acknowledging and validating this response can help to ensure that the opportunity for learning is opened up rather than shut down.

The following prompts may help you to anticipate some of the potential impacts of your views and how to introduce them in a respectful and appropriate way:

Do your views relate to a ‘hot’ or controversial topic? If so, consider signalling your intent to cover challenging ground to allow others the opportunity to prepare themselves mentally. In some circumstances it may be appropriate to give people the option to opt out of the conversation or to hold the conversation on another occasion to avoid unnecessary emotional distress. For example: ‘I would like to raise a point relating to [topic]. If anyone feels uncomfortable about this, please let me know.’
What do you know about your audience? Consider whether there may be any groups or individuals who are more likely to be impacted emotionally by your views. If so, you will need to consider how you introduce these ideas and recognise the potential for distress. Framing your contribution in lived experience and/or academic knowledge rather than personal opinion may help you to articulate your ideas in a sensitive way.
What do you not know about your audience? Although you will be aware of some aspects of the diversity of your audience, there will also be many ‘hidden’ characteristics that you are unaware of including aspects of individuals’ lived experiences. Try to avoid making assumptions about groups or individuals and be willing to listen to others without making judgements.
What are your own biases? We all carry our own explicit and implicit assumptions and beliefs and it is important to consider and acknowledge the ways in which they may influence how we see the world. Recognising that this is the case and being open and empathetic to alternative ways of thinking is an important part of learning as part of a community.
Who is an ‘expert’ on the topic? Expertise can take many forms, particularly in relation to topics involving beliefs, values or lived experience. If you are sharing a personal view on a topic, always signal that by using the first person (I) rather than attempting to make wider claims. And remember an argument, even in an academic context, is just one evidenced interpretation among many others.
Are you OK? Dealing with a sensitive topic in the classroom may have an impact on your own wellbeing. Try to recognise how and why your own lived experience may intersect with the issues under discussion surface a range of emotional responses. Do not feel that you have to stifle these feelings–it is OK not to be OK and those feelings can be an important part of the learning experience–but be aware of the need for self care and that there is support available to help you to process and deal with the experience. See Help and Support below.

Active listening

There is a world of difference between listening and hearing. Listening involves a focused and active awareness of the speaker's words; hearing is clouded with distractions, disinterest and minimum receptivity.

Active listening means engaging thoughtfully with what the speaker is trying to say without projecting your own interpretation onto their words. It is a way to signal and stimulate your curiosity, interest and intellectual engagement with a topic.

Tips for active listening include:

Prime yourself to be open to ideas and arguments that may challenge your own views.
Aim for positive or neutral body language, including nods and eye contact if it feels comfortable and appropriate.
Try to avoid surfacing negative or difficult emotions, such as defensiveness, irritation or anger. These responses may act as signals that your beliefs are being challenged and could manifest themselves in reactions like interrupting or shutting down, which will prevent you from listening actively or giving full consideration to the speaker’s points.
If you find yourself experiencing negative emotions, it may help to make a note of the key points on which you might disagree for consideration later on when the emotions have passed.
If possible, avoid interrupting the speaker or commenting on what they are saying until they have finished speaking.
It may be helpful for both you and the speaker to ask more immediate questions for clarification - signal this with a raised hand to allow the speaker to invite you to speak when they are ready.

Debating a sensitive topic

Sensitive topics are likely to be controversial and provoke emotional responses and differences of opinion. You may be asked to engage in discussion of a sensitive or challenging topic within a seminar or a group discussion, or you may wish to challenge or question something that you hear in the classroom. Equally someone else may wish to challenge your own views.

Being open to such discussion and engaging in it positively can help to bring balance and ensure that a range of perspectives are recognised and valued. However at times emotions such as anger, frustration or distress can close down rather than open up discussion. Your tutor may help you to identify some ground rules to help maintain a respectful, inclusive and empathetic environment, but the following points may help you to participate actively in a challenging discussion:

Argue the point not the person. Avoid challenging an individual and focus instead on challenging the substance of their ideas. I.e. rather than ‘you are wrong because..’ try using a phrase like ‘I disagree with this point because…’
Avoid making generalisations or using definitive terms. Words such as ‘always, never, everyone, no one’ are almost always not only misleading but factually incorrect. A phrase such as ‘they think’ can also be problematic: who are ‘they’ and how do you know what they think?
Avoid interrupting or dominating. Always allow a speaker to finish before talking and use a raised hand to indicate your intention to speak.
Be aware of the balance of ‘air time’ within the group: pay attention to how often you are speaking in comparison to other group members and do your best to take an equal share of speaking time.
Don’t be afraid of silence. Pauses will allow valuable time for reflection and may allow quieter participants an opportunity to think through and articulate their contributions. If you are waiting for others to respond, a good rule of thumb is to count to five before speaking.
Use language thoughtfully. Be aware of the potential for specific language or terminology to be offensive. If you are not sure how to refer to a particular group or concept, be willing to ask, learn and adapt your use of language accordingly. You may also wish to check with your seminar tutor for clarification.
Listen with curiosity. Show courtesy to others by engaging thoughtfully with what they have to say. Understanding the position of others will help you to articulate your own position more effectively.
It is OK to disagree. It is very likely that it will not be possible to reach a consensus. However it is also likely that you will be able to learn something from both sides of an argument. Concluding a challenging discussion by providing a brief, neutral statement of the main points made can be a helpful way to recognise conflicting perspectives and provide closure.

Help and support

What if you have concerns about yourself?

You may be dealing with strong emotions yourself following a discussion of a sensitive topic. Taking a break, getting some fresh air, doing something that you like (e.g. sports, reading, listening to music) or talking to a friend or family member might help you to process your thoughts and feelings. However, you may also wish to consider booking an appointment with a Faculty Wellbeing Adviser or exploring the University Wellbeing resources:

Visit University of Sheffield WellbeingIf you are experiencing more serious impacts on your mental health, you can access the University of Sheffield Mental Health Support for advice.

Visit University of Sheffield Mental Health Support

What if you have concerns about someone else?

On occasion you may feel that a view or opinion that you have heard expressed is simply unacceptable. In some cases, such as if a view is racist, xenophobic, homophobic or otherwise discriminatory, it may also be criminal. Under no circumstances are such views acceptable and in these circumstances, you should consider the following courses of action:

If you feel that it is safe and appropriate to do so, raise your concerns directly with the individual concerned (you may find it helpful to refer to the section above on Debating a sensitive topic). This may allow you to address the issue directly.
Raise your concerns with the module tutor, or with another trusted member of staff in the department. This will take the burden of responsibility away from you and ensure that the issue is dealt with appropriately.
If you feel that you have experienced a more serious instance of harassment or discrimination, or that you have witnessed an instance of harassment or discrimination, you can report your experience either with your personal details or anonymously via Report and Support.

Visit Report and Support

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