This DfE pamphlet outlines how teachers and staff in schools should consider political impartiality in their work. There is further guidance including illustrative scenarios on GOV.UK and searching ‘political impartiality in schools’.
For example – Ukraine
“When teaching about an ongoing humanitarian crisis and whether the UK should intervene militarily, teachers may just outline broad arguments in favour and against this option.
Teachers are not required to teach about every possible resolution to the crisis that has ever been proposed or considered. They should however avoid presenting only various versions of arguments in favour of (or various arguments against) military intervention, instead of exploring the more significant fundamental difference in opinion on the issue.”
For Example – Climate Change
“Teaching about climate change and the scientific facts and evidence behind this, would not constitute teaching about a political issue. Schools do not need to present misinformation, such as unsubstantiated claims that anthropogenic climate change is not occurring, to provide balance here.
However, where teaching covers the potential solutions for tackling climate change, this may constitute a political issue. Different groups, including political parties and campaign groups, may have partisan political views on the best way to address climate change.
This part of the topic should be taught in a balanced manner, with teachers not promoting any of the partisan political views covered to pupils.”
For Example – A General Election
“Pupils might be taught about an upcoming general election and key policies in political parties’ manifestos. This teaching might cover different partisan political views on specific plans and policies.
Teachers can explore how claims made by supporters and opponents of the policies are supported by evidence, including in economic theory, academic studies, and other sources.
Teachers should not draw pupils to a single conclusion but should correct factual inaccuracies in pupils’ understanding. This support can help pupils to form their own reasoned views on the issue, based on the available evidence.”
