Fostering Civil Civic Discourse in the Lower School

In our increasingly diverse world, teaching young learners how to engage thoughtfully and respectfully with others is more important than ever. 

This belief was one of the guiding principles behind the weeklong election education program led by the Lower School Social Studies Department this fall. 

Drawing on the framework of E.E. Ford’s “Thriving in a Pluralistic Society,” our goal was not only to educate students about democracy but also to prepare them to engage in a world where multiple perspectives are valued and heard. 

At the heart of this program was a simple but powerful phrase used quite often in the halls of the Lower School: “Don’t yuck my yum.” 

This familiar concept became a cornerstone for how we interacted throughout the week and as campaigning began for our Lower School vote — encouraging students to respect each other’s ideas, even when they didn’t necessarily agree. 

Empowering young learners to understand the importance of elections and civic participation begins by simply teaching them the basic facts of government, elections, and civic participation. Teachers designed and adapted lessons that built students’ key understanding in a way that aligned with their developmental stages and sparked curiosity. 

After a week of learning about who can be president, the voting process, campaign promises, and their significance, students and teachers were ready to voice their opinions on “real-world issues.” 

In Grade 1, students tackled the question of when they should have extra recess, first taking time to reflect on their own opinions and supporting reasons. They then paired with a classmate who held an opposing viewpoint, practicing persuasive expression and respectful listening as they shared their ideas. 

After voting, students reflected in their writing journals, considering how they felt about the outcome, what challenges they faced, and which social-emotional learning (SEL) tools helped them navigate the discussion. Similar activities occurred across grade levels.

In late October, Kindergarten through Grade 4 students gathered in Brennan Hall for Community Time. Students arrived with open ears and minds, eager to learn what would be on the ballot for the Lower School election. 

With support from our Lower School Dean of Students Tianna Butler, six fourth-grade students volunteered to deliver campaign speeches. 

As they spoke persuasively and thoughtfully, the rest of the student body listened and prepared to cast their votes for one of three options: a Dress Down Day, a DEAR (Drop Everything and Read) Picnic, or a Lower School Walk and Talk around Faulconer Drive.

A buzz of energy filled Brennan Hall, and on the walk back to their classrooms, friends eagerly shared their perspectives while listening to one another’s initial opinions. 

During afternoon homeroom meetings, students debriefed, exchanging their preliminary thoughts and beginning to engage in respectful conversations about which option appealed to them. 

Moments like hearing a student say, “I never thought of it like that,” after learning that Dress Down Day might be less exciting since it already happens on the first Thursday of every month demonstrated the lessons were taking hold.

The first two floors of the Belfield Campus’ east wing were quickly filled with campaign posters created by students. 

Bold, bright letters urged their peers to “VOTE 4 DEAR PICNIC: Your favorite book and snack on a Friday in the courtyard” and “SHOW YOUR STYLE! Vote for Dress Down Day!” As students incorporated interdisciplinary lessons from social studies, reading, language arts, and visual arts, they crafted their campaign messages in engaging and persuasive ways. 

Two things became clear: students were deeply invested in the process, and they expressed their viewpoints respectfully, without “yucking yums.” 

The Lower School vote served as the culminating event of our election project, providing students with hands-on experience in the democratic process. 

The 1/2 and 3/4 commons transformed into our polling place, where students privately filled out their ballots. 

To ensure every student’s voice was heard, teachers implemented inclusive practices such as emailing absentee ballots to students who were not physically present. The results were announced with LS Walk and Talk winning 45% of the vote and an impressive 99.5% voter participation rate. 

Beyond the numbers, this moment allowed students to practice accepting results with grace, tying back to our theme of respecting diverse outcomes. 

Throughout this experience, students embodied the principles of civil civic discourse in meaningful ways. 

These moments showcased not only their growing understanding of the democratic process but also their ability to engage in respectful and thoughtful dialogue — an essential skill in civic life.

Teaching civil civic discourse is a vital part of preparing young learners for active participation in a diverse and interconnected world. 

By fostering the skills to listen actively, value differing perspectives, and engage respectfully, we equip students to navigate the complexities of pluralism with confidence and empathy. 

A simple but powerful mantra, “Don’t yuck my yum,” became a cornerstone of our approach, reminding students to honor each other’s preferences and opinions with kindness and respect. 

These values — empathy, respect, and collaboration — are not just classroom lessons but essential tools for thriving in a pluralistic society.