Controversial issues deal with matters about which there are varied levels of opposing views, biases, emotions and/or conflict.
When teaching about controversial issues, the following guidelines apply:
1. In the classroom, matters of a potentially controversial nature may be introduced as part of the curriculum of the course and not introduced for their own sake.
2. When presenting positions on a controversial issue, the teacher shall balance major views so that various sides of the issues are presented in a fair manner, with no position being espoused by the teacher, and with no one position being the only acceptable one.
3. When supplemental materials dealing with controversial topics are to be used or assigned, such materials must:
be used as a resource to balance major views and provide as many sides of the issue as possible in a fair manner, with no position presented as the only one acceptable;
be appropriate to the maturity level of the students; and
not adversely affect the attainment of the District’s instructional goals or result in substantial disruption of the normal operation of the classroom.
4. Before a guest speaker is permitted to address the students, approval must be granted by the Building Principal, who must be informed of the scheduling of all guest speakers at least three (3) school days prior to their presentation.
Ref: Education Law Section 414
Hazelwood v. Kuhlmeier, 484 US 260 (1988)
Tinker v. Des Moines Independent Community School District, 393 US 503 (1969)
Board of Ed., Malverne UFSD v. Morgan, 3020-a panel decision; Howard C. Edelman, Esq., chairman (Feb. 2, 1990)
Matter of Morgan, 29 EDR 363 (1990)
Malverne v. Sobol (RJI # 01-90-ST2690) Sup. Ct., Albany County, G. Cobb, J.S.C., 4/1/91
Adoption date: December 1, 1995
Amended date: December 17, 2018
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