Noticing, interpreting, deciding: How elementary teachers address unplanned difficult-topics moments in educational practice

This qualitative case study examined eleven American teachers’ process of deciding how to address unplanned difficult-topics moments (DTMs) that arise within their professional practices. DTMs stem from the unexpected surfacing of student, professional, curriculum, community, and/or identity issues. Teachers noticed unplanned DTMs because of these moments’ tendency to make them feel unsure about what to say or do. When deciding on their responses, teachers considered students’ individual and collective needs, instructional goals, and the moment's immediate and broader context. Then, teachers utilized one of four responses: addressing, empathizing, postponing, or ignoring. Implications for teacher professional learning and future research are discussed.