Academics, especially those in the social and health sciences, are often tasked with teaching some of society’s most sensitive and uncomfortable issues. These include discussions about systemic inequalities in health, employment, and education that arise from discrimination based on race, religion, sexual orientation, ethnicity, gender, and class. As social psychologists specialising in teaching sensitive content, we (Doron and Stacey) frequently find ourselves in a unique position where we must balance the responsibility of providing accurate, evidence-based education with the moral imperative to honour the lived experiences of those most affected by these issues. While we identify as minorities in certain respects, we recognise that our lived experiences do not encompass all the areas we teach about. We do not know firsthand, for example, what it is like to be Black, disabled, neurodiverse, or to live at the intersection of these identities. Given this, how can we teach this content in a way that is compassionate, accurate, unflinching in addressing difficult issues, and resonates with both minority and non-minority students alike? In this blog, we outline our approach to achieving these goals.

Addressing Bias in Course Materials

We start by thoroughly reviewing our course materials to identify any bias or underrepresentation of diverse perspectives. We are committed to moving beyond a WEIRD-centric (Western, Educated, Industrialised, Rich, and Democratic) approach to social science research. This review is not a one-off exercise; it’s an ongoing process that requires continuous reflection, adaptation, and openness to change, especially as we adopt new texts or introduce new studies.

Collaborating with Communities

However, we don’t rely solely on our judgement. We actively involve students as partners in developing our materials. This collaboration allows us to better understand the diverse perspectives of our students, particularly those from marginalised groups. Through reverse mentoring—where we intentionally set aside time to meet with minority students and listen to their experiences—we gain invaluable insights into their lived realities.

This process helps bridge gaps in understanding, making the curriculum more authentic, inclusive, and reflective of diverse perspectives. We also consult with professional bodies, community groups, and charities representing marginalised communities. This collaboration helps us avoid tokenism and ensures that our teaching genuinely reflects the voices of those we aim to represent. Authenticity in representation is not just a buzzword—it’s a necessity.

By engaging with these groups, we strive to create a learning environment that accurately portrays the experiences of all students.

Using Tools to Uncover Bias

One of the most challenging aspects of our work is addressing unconscious bias. When we teach about implicit bias, students often exhibit the bias blind spot—the mistaken belief that others are more biased than they are. This is where tools like the Implicit Association Test (IAT) are helpful. The IAT is a quick, free, and well-validated psychological measure that helps individuals recognise their own implicit prejudices. We’ve found that encouraging students to complete the IAT not only helps them acknowledge their biases but also often leads to transformative self-reflection. We believe that the IAT is an extremely valuable and accessible tool that should be utilised to highlight unconscious bias, particularly in the fields of health and social sciences.

Impact and Student Feedback

Our efforts to create a compassionate, inclusive, and evidence-based educational environment have had a profound impact on our students. Minority students often feel validated in their experiences, while non-minority students sometimes report discomfort—a critical first step towards becoming more inclusive. This discomfort often motivates them to reflect on their own biases and consider ways to support marginalised communities. Students have consistently rated our courses highly, with unit evaluations averaging 4.91/5.0. Positive comments from students further affirm the value of our approach. As one student noted, “As a brown student, I felt heard and acknowledged. They’re sensitive to my cultural experiences (H. Apalti).” Another student shared, “As a white male who’s never thought about privilege, their courses made me re-evaluate my own biases and reflect on what I can do to help minoritised communities (T. Ramshaw).”

Ongoing Work

This blog offers a snapshot of our approach to teaching sensitive content, reflecting our broader commitment to creating a compassionate and inclusive educational environment. We are currently developing a best practice guide to further assist educators in navigating these complex topics. We look forward to sharing more about our efforts in the future, and hope our experience continues to support others facing similar challenges.

Dr Doron Cohen and Dr Stacey McKnight, Division of Psychology & Mental Health

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