By LINDSAY ONUFER

During my second year teaching, in the middle of a class discussion, a student raised their hand and questioned my qualifications to teach the course. The comment was not related to class activities and was framed in a way that conveyed doubt about my capability.

What had been an engaged class discussion immediately became a tense silence, with other students looking away and shifting uncomfortably while I tried to determine how to respond without derailing the rest of the class session. In the decade since, I have consulted with many faculty who shared similar experiences and questioned how to manage these moments of disruption.  

Research suggestions that disruptive behaviors are associated with lower academic performance (Blank & Shavit, 2016) and can hurt class climate. Beyond the impact on students, challenges and classroom incivilities also can contribute to instructor stress and burnout.

Disruptions disproportionately affect women, Black instructors, and early-career instructors (Frey Knepp, 2012; Lampman et al., 2016; Pittman, 2018), often requiring them to spend more time and labor on classroom management. Disruptions can be detrimental to both faculty and students, and if unchecked, the harmful effects can extend beyond a single class session.   

What do we mean by “disruptive?”

Not every tense moment that arises during a class indicates that something has gone wrong. Learning often requires students to engage with unfamiliar perspectives, their own assumptions, and ambiguity in ways that produce discomfort. The challenge for instructors is not to prevent discomfort, but to distinguish between productive discomfort that supports learning and disruptive behavior that undermines it. 

Disruptive behavior interferes with other students’ ability to engage. It can look relatively minor, e.g. one enthusiastic student monopolizing class discussion. It also can include more confrontational behaviors, like questioning grades, policies or the instructor’s expertise in ways that interrupt class.

It is also important to distinguish disruption from safety issues. In case of emergencies or situations when someone’s health or safety is at risk, you should immediately call 911 or contact the Pitt Police at 412-624-2121. 

Any degree of disruption can be harmful, so designing to prevent it when possible is the most effective way to protect the learning process and class climate.

Prevention

While we cannot prevent every disruption, thoughtful course design can reduce disruptions and establish procedures and norms that make it faster or easier to address them when they do arise. 

• Articulate expectations around participation and communication on the syllabus and during classroom activities. This might include defining civil dialogue, listing appropriate ways to pose questions about grades or course policies, or talking to students about roles during small group activities. Collaborating with students to develop participation and discussion guidelines can also increase student agency over their learning experience and buy-in. Revisiting these expectations regularly throughout the term can help remind the class of their shared commitments. 

• Be transparent and consistent about course policies to reduce misunderstandings that can contribute to disruptions. Explain the rationale behind policies so that students understand that they are not arbitrary. Apply them consistently to build trust and reduce potential perceptions of unfairness. 

• Create structured opportunities for interaction that support equitable participation. Model how to communicate respectfully and engage in productive disagreement. 

Managing in the moment

Despite our best efforts, disruptions can still occur. When they do, it is normal to feel anxious or frustrated, but it is important to acknowledge and address the disruption. 

Start by assessing the situation. Consider:  

• How have other students or the learning environment been affected? 

• How severe is the disruption? Does this require immediate intervention?

• Is this best addressed in the moment, outside of class time, or both?

• How can I reinforce class norms?

• How much class time should I devote to addressing this?

Consider the nature and the severity of the disruption when determining how to respond. Ask yourself what response will help you best preserve the conditions that make learning possible. Strategies may include the following:

• Pause before responding to regulate your own reaction. Avoid reacting with anger or sarcasm, which can escalate disruption.

• When appropriate, you can ask clarifying or follow up questions to give students an opportunity to reframe their comment. For example, “Can you tell me what you mean by that?” or “What evidence supports that claim?”

• Name the behavior and its effect, avoiding making assumptions about motives. Follow up by clarifying expectations or reminding the student of established class norms. For example, “When you speak over classmates, it makes it difficult for others to contribute. Please wait until others have had a chance to finish their comments and raise your hand to speak.” 

• Redirect the class back to the course objectives or learning task. You also can consider whether responding to a disruptive comment provides an opportunity to model how to address challenging topics.  

• In some cases, such as when a student questions a grade or course policy, you can direct a student to follow up with you privately. 

• You can also check in on students who may have been affected by the disruption after class. 

• If the behavior is significantly disruptive or persistent, you can direct the student to leave class. 

Seeking support

Although most disruptions are one-time occurrences, if the disruption is severe or becomes part of a pattern of behavior, consider seeking support. You can consult: 

• Leaders in your department and/or school

• Resources on Supporting Students in Distress or Coping with Trauma, including the Student Support Guide created by Counseling Center and Center for Teaching and Learning

• Student Affairs

• The Center for Teaching and Learning for a confidential consultation or custom workshop

It is also important to acknowledge the personal impact that disruptions, particularly personal or confrontational challenges, can have on you as an instructor. Consider taking time to reflect on the situation, talk with a colleague, or access resources to support your own well-being. 

Additional resources

• University of Michigan’s Teaching Strategies for Disrespect and Disruption in the College Classroom

• University of Washington’s Best Practices for Managing Disruptive Behavior

• Pitt Teaching Center Resources for Constructive Dialogue

Lindsay Onufer is senior program manager, assessment, University Center for Teaching and Learning. Uzoamaka Amaeze, undergraduate student liaison at the Teaching Center also contributed to this column.