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People are more aware than ever of who is listening to them and what they are saying when they talk. It must be properly constructed so as not to offend anybody before bringing up anything that could seem contentious to others. In many situations, it may seem simpler to just steer clear of the subject; nobody wants to be exposed for voicing their viewpoint because it upset someone. But if youngsters are taught to keep back their ideas and to only express their thoughts in a manner that corresponds to the people around them, what kind of message does this give to them? More significantly, how does this affect how well students are prepared for life after graduation? Due to the widespread use of social media in modern culture, children have the ability to attack someone online if they find anything to be personally insulting or unpleasant. Since they must tailor their instruction to the most sensitive student as a result, university lecturers are compelled to tread carefully. Argumentative subjects are ignored, and different viewpoints are not expressed in order to quell public outrage. Instead of developing the critical thinking skills required for managing conflict and maintaining self-control, pupils are instead forced to adopt a narrow mindset and intellectual uniformity. In order to prepare students for circumstances they may encounter in the real world, institutions should embrace emotionally upsetting issues rather than avoid them.

When parents protect their children from hardship, the capacity of the youngster to emotionally self-regulate declines. Early on in development, it is important to gain the skill of emotional self-regulation, which is the capacity to control one’s emotions and behavior in response to distressing events (Kalavana et al. 2010). Although there have been numerous advances since the past, the message that children are still being given is the same: the world is still a terrible place, but adults will do all it takes to keep you safe. The development of a kid is significantly impacted by this. It’s critical to recognize how much childhood has changed over the previous few generations. Less unsupervised play, less demands on children to care for themselves, and the custom of complaining to and having problems resolved by parents when a child is angry are now considered normal. Children aren’t learning how to manage their own responses as a result, and their propensity to erupt emotionally is instead being encouraged (Voisin et al. 2019). Helicopter parenting is a popular notion among contemporary parents.

Helicopter parenting prevents kids from learning from their experiences and lowers their academic achievement. This kind of parent is intent on ensuring their kid succeeds and steers clear of failure or rejection at all costs, often resolving the child’s issues at home, at school, and on the playground (Ashdown & Faherty, 2015). Consider a student who earns a poor mark on a project they put minimal effort into for class. If they have helicopter parents, they gradually come to understand that, in an attempt to preserve their child’s self-esteem, the parent may communicate with the instructor to raise the grade if they complain to them. By doing this, the youngster forfeits the chance to learn how to manage their displeasure at earning a low grade. Instead, kids turn to their parents for assistance, skipping a valuable lesson in the process. In other words, kids must learn that if they don’t put in any effort, they won’t get anything in return. In agreement with this, a 2019 research by Voisin et al. discovered a link between emotional control and intellectual ability. Because of this, helicopter parenting not only prevents kids from learning how to control their emotions but also lowers their academic performance. If this lesson is skipped, the result is a young adult who is entitled, vulnerable, and unprepared for life’s challenges. This has repercussions for university and beyond.

Youth’s vulnerability is further exacerbated by social media, and this has an impact on what may be stated in the classroom. Young adult mental illness rates are increasing (Holmes & Silvestri, 2016), which may be partly due to greater awareness and diagnosis. But compared to five years ago, complaints of psychological discomfort among university students have increased by 49%. (Holmes & Silvestri, 2016). It’s interesting to note that the growth of social media platforms and the rise in reports of emotional crises coexist (Thorstad & Wolff, 2019). Although this does not establish causality, research has demonstrated that young people’ subjective well-being, self-esteem, and body image may all be negatively impacted by social media (Verduyn et al. 2017; Mills et al. 2018; McNamara, 2019). Additionally, technology has made it much simpler for individuals to communicate with one another, altering how people express their political and moral beliefs at the same time. Current events and news articles are more interesting to young people. For these reasons, it’s critical to consider how social media interacts with students in a classroom.

Particularly, social media is producing a profound change in the balance of power between instructors and students, fundamentally altering how teachers approach teaching pupils. University students are becoming aware of the power they have as members of certain online networks. Without regard to the statement’s context or the professor’s intentions, if a student finds a professor’s comment to be offensive or off-putting, they may instantly report it on social media and incite an online mob against them. This was made clear in a Wilfred Laurier instance when a teaching assistant was sacked for presenting her students two videos on gender identity and expression (National Post, 2017). The T.A. asserts that by putting up opposing viewpoints, she was attempting to encourage debate on the subject. She was censured for breaking the school’s code against sexual assault, nevertheless, as a consequence of a false social media post and an anonymous complaint to the school board. Unfortunately, incidents like these have an impact on student-teacher relationships. Students are taught that they have the authority to hold a teacher responsible by painting them in a negative light if they discover anything even somewhat contentious. As a result, educators worry about what may happen to their reputation and job if they unintentionally upset someone. The way university teachers engage with students has undoubtedly changed as a result of the students’ increased fragility.

In reality, institutions are producing students with extra-thin skin, which has an adverse effect on their capacity to deal with difficult circumstances after graduation. Insensitive or contentious comments will unavoidably be made to students. Although it is appropriate to ask questions and start discussions about these touchy subjects, they are often put on hold before they even get to the classroom because both students and teachers worry about the possible negative consequences of saying something that another person might find upsetting. Even worse, institutions are encouraging this new environment, which has an impact on the things taught, even as a way to encourage debate and discussion (Burch et al. 2018). The issue is that this culture encourages students to think that viewpoints that make them uncomfortable don’t teach them anything. However, they will undoubtedly encounter views after graduation with which they disagree, but they won’t know how to effectively resolve this dispute. Think about the effects this may have on a student’s career in the future.

Longer, more fruitful work careers are correlated with effective conflict management. Coworkers often have different professional aspirations, values, and outlooks. However, these discrepancies often lead to disputes that adversely impact relationships amongst coworkers (Harris, 2016). One’s attitudes regarding their employment might be affected by how these disagreements are handled (Skogstad et al. 2018). For instance, the possibility of constructive compromise and respect for one another is hampered when others’ perspectives, values, and ideas are disparaged as hostile or confrontational. while conflict resolution promotes innovation and a mutually beneficial understanding (Zhu & Anagondahalli, 2017). The latter results in greater job satisfaction and longer-lasting careers (Skogstad et al. 2018). By protecting students from unsettling concepts and preventing the growth of dispute resolution skills, universities are harming their intellectual development. Students get important conflict management skills that will help them in their future employment when they encounter disagreements in the classroom rather than being shut out.

Additionally, emotional reasoning prevents students from experiencing other points of view during class debates, which impedes intellectual development. Allowing one’s sentiments to influence their perceptions of reality is known as emotional reasoning; in other words, it follows that if you feel a particular way, it must be true (Burch et al. 2018). However, our illogical responses and ideas are often caused by our subjective sensations, which are not always reliable guides (Singer & Benassi, 1981). Additionally, this line of thinking has troubling classroom applications. It is essential to remember that there may be justification for one’s subjective sentiments of offense, particularly if it relates to trauma associated to a mental condition. Although universities have accepted students’ emotional reasoning to the point that it is adversely influencing what students are learning, this knowledge is leading to an overcorrection on the issue. In other words, complaints about being offended have moved beyond personal sentiments. They now carry a public accusation that the speaker has done something wrong that has to be fixed right now or else they will be punished. Students understand that making an offense claim is an unbeatable “trump card.” They specifically discover that emotional reasoning may be a weapon, supporting a rise in hypersensitivity (Burch et al. 2018). For instance, if a professor brings up a sensitive subject for debate, a student may report that they were offended by the subject, which might lead to an inquiry and jeopardize the professor’s reputation and job. This has a detrimental impact on the way academics interact with their pupils. Professors must now adapt their teachings to the most sensitive student in light of these instances. No of how the majority of students feel about a topic of debate, if one student is offended, they have the right to hold the lecturer accountable. Therefore, instructors believe that avoiding potentially unpleasant content entirely is the simplest approach to prevent getting into problems. This prevents all students from learning about many points of view and forces academics to lecture on generally popular subjects.

The capacity of pupils to engage in critical thought is negatively impacted by this intellectual uniformity. Critical thinking is the activity of actively examining and evaluating information learned via experience or observation. It is linked to greater academic success in a variety of subject areas (Longo, 2018). One must be exposed to other viewpoints in order to advance their understanding of the world (Vogl et al. 2019, 2019), since intellectual variety is essential to the development of critical thinking abilities (Stanovich & Toplak, 2019). When students are repeatedly exposed to just one viewpoint on a certain subject, this promotes narrow-minded thinking and provides little space for class discussions to advance different points of view. Furthermore, Rohmah (2012) revealed that the most crucial element in encouraging learning in a classroom context was conflicts amongst peers. Because of this, it is detrimental to protect pupils from sensitive subjects, but it is also essential for learning that they encounter them.

On the other hand, it may be claimed that there are certain subjects that, when brought up, cause unpleasant emotional reactions to the point that post-traumatic stress disorder and anxiety are reactivated. According to one research by Webb & Widseth (1991), a variety of university students may experience emotional overload when revisiting topics that reopen old emotional traumas. They contend that these pupils need psychological support. Additionally, the propensity for emotional thinking has been linked to unpleasant feelings from traumatic experiences in the past, which may impair attention (Engelhard et al. 2015). For these reasons, it’s likely that promoting difficult conversation subjects might cause mental harm, which limits kids’ capacity to learn. Students who have significant traumatic or anxious memories should not be exposed to sensitive material and should instead get the required help.

However, helping individuals escape their concerns is a mistaken strategy for development. Classroom conversations provide the chance for habituation to happen in a secure atmosphere instead of attempting to avoid a regular existence, as opposed to the possible hazards they might represent off campus and later in life. For instance, a conversation about abuse during class is unlikely to lead to real abuse, but it is an opportunity to change the uncomfortable connections. Think of a research involving women who have breast cancer. Patients exposed to this dread via dialogue exhibited a substantial decrease in depressed, anxious, and post-traumatic symptoms, despite the psychological anguish induced by the fear of recurrence (Cheli et al. 2019). Additionally, students’ fears are no longer reinforced when they are exposed to emotionally challenging material in class and nothing negative occurs as a consequence. Over time, a new connection without dread emerges, which dispels the bulk of earlier worries and anguish. In exposure treatment, the amygdala destroys old neural connections that are connected to fear and replaces them with new neural connections that are connected to safety and normality (Durosky et al. 2018). In order to overcome whatever may be preventing them from learning, students are given the opportunity to confront their fears and worries in a setting that is free from genuine danger.

There are methods for helping pupils control their emotions given the harm speech restrictions do to their capacity to gain fresh viewpoints and develop critical thinking skills. Cognitive Behavioural Therapy (CBT) trains pupils on how to succeed in a world full of possible crimes in addition to training them to be conscious of others’ perceptions and self-esteem.

It is detrimental to kids’ learning, prevents the growth of critical thinking, and fails to sufficiently prepare them for the workplace to shield pupils from words, ideas, and conversations. Universities should instead emphasize the value of striking a balance between safeguarding students from feeling unwanted and preserving their right to free expression. Students should be pushed to master their mental patterns rather than attempting to compel the environment to fit their wants. Implementing cognitive behavioral therapy approaches in educational institutions is a workable option to help in managing emotional reasoning and improve critical thinking, especially in light of the growth in mental illness. Additionally, this school of thought supports teaching pupils how to flourish in a world full of potentially upsetting emotional circumstances. If we don’t solve these problems, intellectual uniformity will continue to grow and we won’t develop in our understanding of the world.

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