Building Bridges: Fostering Community Amid Polarization Blog Post Series – Part One
Part 1: Framing our Focus
Written by Dr. Margaret Robbins, Jared Colley, Alexandra Blumencranz, and Ann Marsh Rutledge
This blog post series addresses how schools can foster essential dialogues about civics and participatory democracy while protecting their communities from the harmful effects of polarization. It provides practical strategies for building environments where meaningful discourse can thrive and where students, teachers, and stakeholders feel safe to explore, learn, and apply their knowledge for positive impact.
Schools and organizations today face an unprecedented challenge: how to engage students in authentic dialogue on topics vital to their identity and civic development without exacerbating division and distrust. A global pandemic, the rise of generative artificial intelligence, and yet another season of divisive politics and polarizing civic discourse all serve as recent examples of the kind of critical uncertainties that Thomas Chermack describes as having both a high degree of unpredictability and a significant impact on the structural stability of an organization’s systems and practices (2011, p. 127-129).1
As polarization, partisanship, and toxic identity politics take root both in and outside of classrooms, educators and leaders must navigate this complex landscape carefully. According to the World Economic Forum’s Global Risks Report for 2024, societal polarization features among the top three risks over both the current and two-year time horizons, ranking #9 over the longer term. In addition, societal polarization and economic downturn are seen as the most interconnected – and therefore influential – risks2. Furthermore, in the next two years, the use of misinformation and disinformation by both foreign and domestic actors is projected to exacerbate societal and political divides, making it one of the most significant global risks. This signals that schools must pay increased attention to the potential harm that polarization could inflict on our communities, learning environments, and collective well-being.
Similarly, the 2023 NAIS Hot Issues Survey identified two of the top five challenges for independent schools as responding to internal conflict and caring for students and staff during stressful times, underscoring the deep impact of these issues in educational spaces3. The rise of political discord has made discussions around history, government, and identity fraught with risk—yet these are the very conversations that shape our students’ understanding of themselves and the world.
For many years, The Mount Vernon School has worked with the guiding question: How might we make school more reflective of real life? Both experience and research demonstrate that connecting students’ lived experiences to their learning increases engagement. However, today’s civic discourse—marked by distrust and division—has made teaching subjects like politics, government, and history increasingly challenging. Students, teachers, and community members often hesitate to engage in these topics authentically, as the public conversations dominating media and politics frequently lack charity, grace, trust, and good faith. This environment leaves many feeling unsafe, with a natural desire to avoid causing or experiencing harm. After all, no one wants the toxic nature of today’s public discourse recreated in their classrooms, offices, or school communities. To counter this, schools must adopt intentional practices that not only strengthen community bonds but also nurture a school culture that mitigates toxicity. Only then can schools provide a safe haven where students can explore essential learning that promotes positive identity and civic development.
Increased partisanship, tribalism, and toxic identity politics are real life threats whose impact is both certain and unpredictable, but they are also opportunities to teach, foster, and shape civic discourse, not through the lens of making that discourse more reflective of the worst examples of our real life media and elected leaders, but through the prism of possible futures that are preferable, kinder, more just, and more reflective of the real values we hold sacred as organizations of learning and belonging.
Research shows that fostering a sense of belonging is key to managing polarization. When individuals feel respected and heard, they are more open to engaging in constructive dialogue. Schools have pursued this goal through Diversity, Equity, and Inclusion (DEI) initiatives, which focus on acknowledging and valuing diverse perspectives. However, with over 30 states imposing restrictions on DEI efforts, schools now face a new challenge: How can they maintain a culture of belonging in an era of heightened political tensions?
Moreover, schools are confronting rising book bans, curriculum restrictions related to gender and race, and ongoing debates over academic freedom. How should schools balance the influence of parents, teachers, and administrators in shaping what students learn? And how can they involve students in exploring the personal and collective implications of academic freedom?
By prioritizing the intentional design of learning spaces that encourage connection, curiosity, and empathy, schools can create environments where difficult conversations become opportunities for growth and understanding. These spaces must be grounded in inclusivity and trust, ensuring that every stakeholder—whether student, teacher, or parent—feels they have a place at the table. Actionable guidelines can be enacted for fostering a school culture where authentic dialogue is not only possible but nurtured, even in the face of societal divisions. Ultimately, by engaging with polarization head-on, schools can not only preserve the integrity of their communities but also build resilience, prepare students for the complexities of civic life, honor authentic voices, and contribute to a future where the shared values of curiosity, respect, and belonging are at the forefront.
But how might we make steps towards building a better sense of belonging? This blog series plans to explore this in more detail by living with the following questions:
- How might school leaders build greater regenerative capacity for their organizations so that they grow and thrive even amid increased polarization, both now and in the future?
- How might we create supportive and inclusive educational environments that empower students to navigate and contribute positively to a polarized society?
- How can schools cultivate a sense of belonging to engage students in authentic dialogue on topics essential to their identity and civic development?
- How might your organization create a framework that encourages pluralistic dialogue and interactions, ensuring that integrity is upheld and that exchanges remain genuine and respectful?
References:
1 Chermack, Thomas J. (2011). Scenario Planning in Organizations: How to Create, Use, and Assess Scenarios. Berrett-Koehler Publishers, p.127-129, 141.
2 Rowe, Margaret Ann and Joseph Corbett (2023). “2023 Hot Issues Survey: Challenges and Opportunities for Independent Schools.” National Association of Independent Schools.
3 World Economic Forum (2024). The Global Risks Report.
