Public school teachers warned not to bring personal, religious or political beliefs into classrooms

Teachers have been warned not to promote “personal, religious or political beliefs” in WA public schools — and encouraged to use classrooms to role-play mock peace negotiations — in new Education Department guidance on teaching controversial topics. The document, released to schools last week, states that controversial topics are those on which people hold “strong and differing views”, including “cultural, religious and social justice issues”. Thorny topics could also include “political viewpoints, geo-political conflict and current events”. In June, the Australian Education Union called for education departments across the country to provide clear guidance for teachers on how to discuss global conflicts — particularly the war in Gaza — to ensure schools remained safe for all. WA’s Education Department promised earlier this year to strengthen its approach to managing anti-Semitism — including providing guidance on teaching controversial topics and extra training for staff — after a teacher’s classroom tribute to a dead terrorist triggered an independent inquiry. As revealed by The West in February, the teacher wrote on a class whiteboard in the colours of the Palestinian flag “Rest in peace I.H. you were a great leader”, following the assassination of Hamas chief Ismail Haniyeh. The new guidelines, obtained by The West, urge teachers to be aware of their potential influence on students’ developing views and to guide contentious discussions “without personal bias”. It warns teachers they should not use their position “to promote their personal, religious or political beliefs”, but should approach discussions with “neutrality and objectivity” to help students “consider multiple perspectives”. The document says teachers should “foster critical thinking” by encouraging students to analyse reasoning behind different viewpoints, including how they are influenced by people’s motivations and past experiences. “A range of class activities can assist students to develop empathy and respect,” it reads. “Examples include role-playing or simulations to help students empathise with others (for example, assign roles in a mock peace negotiation to encourage students to understand the motivations and concerns of different stakeholders).” Teachers should also recognise the possible impact of visual symbols associated with particular viewpoints, it said, “to determine whether it is appropriate to wear or display such symbols”. The department developed the guidelines in consultation with multicultural groups. Additional anti-racism curriculum resources are expected later this year. “The resources seek to provide teachers with ways of teaching and responding to complex topics, including those relating to world events,” deputy director-general for people and student achievement Melesha Sands said. The guidelines come nine months after the department issued a blanket memo at the start of the school year urging teachers to refrain from expressing personal views about “incidents of anti-Semitism” or “international conflicts of a polarising nature”.