Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes

Abstract

AbstractThis article draws on data from a specially commissioned representative survey, which elicited responses from 7691 teachers in primary and secondary schools in England, to examine how teachers perceive young people's engagement with a variety of different conspiracy theories in school settings and how they respond to them. Approximately 40% of teachers report encountering students who supported conspiracy theories. In response, teachers use a wide range of contradictory strategies, including opening up discussion, closing it down, challenging students in class and reporting individuals as safeguarding concerns. The research evidence suggests that several of these strategies are likely to be ineffective or even backfire to reinforce conspiracy thinking. Unsurprisingly then, few teachers report successful responses. The article concludes that the evidence of possible negative impacts of unprepared teachers confronting conspiracy theories at school means that teachers need to be better equipped through training, support and further research.