Supporting Young People Through the 2026 Midterm Elections

Midterm elections can evoke strong emotions. They touch issues at all levels—federal, state, and local—which affect communities in varying and sometimes contentious ways. As Election Day approaches—and in the days that follow—young people and adults alike may experience a range of emotions that overflow into the classroom and the workplace.

Below you’ll find guidance about leveraging social and emotional learning (SEL) to support students, coworkers, staff, and others during this time and foster learning and working environments that support students and adults.

Start With Yourself    

We always say that adult SEL is the foundation, and that’s true during this election season as well. Start with your own self-reflection. Your social and emotional competencies help you work through big questions, process emotions, listen to others, and engage in civic life. As you prepare to engage others in conversations about the election, be sure to check in with yourself first.      

Self-awareness

• How do I feel, and how do the election results affect me?
• How might my emotions affect the things I do, say, and write?
• How does my identity shape the way I view people and events, and the way others see me?

Self-management

• How will I stop and think before I act?
• How do I manage stress and work through complex emotions?
• How can I notice and counteract my own biases?

Social awareness

• What are others thinking and feeling, and how do the election results affect them?
• How might my words affect others?
• Why might others hold views different from mine?

Relationship skills

• How can I stay connected with people with whom I disagree?
• How will I listen to and understand the experiences of others?
• How can I communicate my views authentically and respectfully?

Responsible decision-making

• Which news sources are reliable, and how can I tell whether an image, video, or post is real or AI-generated before I share it?
• How can I contribute to making my community a better place?
• What has been the impact of my decisions so far?

Support Adult Well-Being and Staff Relationships

Just as we need to attend to our own feelings, we must support the social and emotional needs of the adults around us. This is especially important for school and district leaders. After all, educators can only support students well when they are supported themselves. Here are some ways to help staff feel supported, connected, and equipped to navigate this period.

• Make space for staff. Offer optional, structured time for staff to check in with one another before and after the election, using the same shared agreements you use with students.
• Work together across differences. Colleagues may disagree. Encourage staff to focus on shared commitments to students and to keep political discussions respectful and in line with district policy.
• Practice self-care. Encourage staff to limit news and social media when needed, take breaks, and use available employee assistance resources.
• Resource: Morningside Center’s Post-Election Resources for Teachers (2024) include self- and community-care activities for adults.

Set the Tone      

Leaders set the tone for how a school community experiences an election. A few steps before and after Election Day can help everyone feel safe and supported.

Before the election

• Share a short, nonpartisan message with staff and families that reaffirms the school’s commitment to safety, belonging, and respectful dialogue.
• Remind staff of district policies on political expression in the classroom and workplace.
• Coordinate with counselors, social workers, and student support staff so they are ready to support students and adults.
• Review how the school will respond to incidents of bias, harassment, or bullying.

After the election

• Check in with staff and students and make support visible and easy to access.
• Keep routines as consistent as possible; predictability helps students feel safe.
• Respond quickly and consistently to any incidents of bias or harassment.
• Model the behavior you hope to see: calm, curious, and respectful of different perspectives.

Resource: Colorado School Safety Resource Center’s Post-Election School Resources (2024) is an example of how state and district leaders can support schools.

Foster a Supportive Learning Environment

A supportive learning environment gives young people and adults a place to process what is happening, understand the views of others, and see themselves as part of a larger community.

Whether you lead a district, a school, a classroom, an afterschool program, or another workplace, you can cultivate a supportive environment by: 1) preparing the space for SEL, 2) opening space for sharing and listening, and 3) expanding the space to promote collective well-being. These steps align with CASEL’s SEL 3 Signature Practices: welcoming inclusion activities, engaging strategies, and optimistic closure.

1. Preparing the Space for SEL

Ensure the learning environment is one where all people feel connected and accepted.

• Co-create shared agreements about how all members of the learning community will interact with empathy and a desire to understand other perspectives. Establish that it is good to share different views, but views that are hateful, dehumanizing, or disrespectful to others’ history, identity, or experience are not acceptable.
• Recognize power dynamics. Some people will feel uneasy sharing their views, especially if they feel they are in the minority or that group leaders disagree with them. Leaders should follow district guidance on sharing personal political views, and model curiosity and a welcoming attitude toward different perspectives.
• Allow for independent processing. Give time for people to think and write on their own, or practice a calming strategy, before and after a group discussion.

To get started

• Sample Lesson Plan: Generating Classroom Shared Agreements (CASEL). A process to co-create agreements as a class community. See also the updated Creating Class Agreements and Class Goals (2024).
• Can We Talk? Tips for Respectful Conversations in Schools, Workplaces and Communities (ADL). Guidance on setting ground rules, listening, attending to power, and focusing on relationships.
• Bridging Differences Playbook (Greater Good Science Center). Evidence-based skills and strategies to foster positive dialogue and understanding.

2. Opening Space for Sharing and Listening

Provide opportunities for members of the group to share and listen to how they are feeling about and experiencing the election.

Use structured discussions to promote equity of voice and allow different views to be expressed. Begin with lower-risk prompts, small-group discussion, or anonymous sharing to build trust. Consider using restorative prompts like these in a circle, small group, or writing (based on the work of the International Institute for Restorative Practices):

• When you heard the election results, what did you think, and how did you feel?
• How do you expect the results to affect you or people you care about?
• What has been the hardest thing for you?
• What can you commit to doing to move forward?
• Who is one person you can comfortably share your thoughts and feelings with?

Explore the influences behind different views. Learning about the social, cultural, and historical influences behind different perspectives can build empathy and improve communication.

To get started

• Teaching Resources for U.S. Elections (Facing History & Ourselves). An evergreen collection of resources on elections, voting, and civic participation for grades 6–12.
• Processing U.S. Presidential Election Results (Facing History & Ourselves). Activities on managing emotions, finding reliable information, and understanding free and fair elections. (Written for presidential elections; adapt to use for the midterms.)
• Post-Election Resources for Teachers (Morningside Center, 2024). Listening circles, calming techniques, and lessons for countering bias and harassment.
• Teach the 2026 Midterm Elections (The New York Times Learning Network, October 2026). Lesson plans and activities for teaching the 2026 midterms. May require a subscription to view.
• Free Classroom Resources for the Midterm Elections (Georgia Public Broadcasting, October 2026). Free videos, lessons, and activities for Pre-K through grade 12 on voting rights, the election process, and local, state, and federal government.

3. Expanding the Space to Promote Collective Well-Being

Help people channel their energy and ideas productively and contribute to their communities.

• Identify the next step. Discuss ways to stay informed, engage respectfully with others, contact elected officials, and contribute to the community.
• Promote collective well-being. Ask group members to write or share about something they can do for their own well-being and for the well-being of their community.

To get started

• Digital Civics Toolkit (MacArthur Research Network on Youth and Participatory Politics). A five-part process that moves from exploring identity and issues to analyzing information, exchanging ideas, and generating solutions.

Navigating News, Misinformation, and AI

Students and adults encounter a constant stream of election news, opinion, and social media content, some of it misleading or generated by AI. Responsible decision-making includes pausing before reacting or sharing.

• Pause and check. Before sharing, ask: Who created this? What is the evidence? How does it make me feel, and is it designed to provoke that feeling?
• Notice the emotional pull. Content that sparks strong anger or fear spreads quickly. Naming the emotion can help people slow down.
• Watch for AI-generated content. Images, audio, and video can be convincingly faked. Encourage checking trusted news sources before believing or sharing.

To get started

• Are Deepfake Videos a Threat to Democracy? (Common Sense Education). A lesson on recognizing AI-generated content and its effects on elections.
• How Is AI Misinformation Being Used in the Election? (PBS NewsHour Classroom, 2024). A ready-to-use lesson for secondary students.

Supporting Student Well-Being

Some students may feel anxious, worried, or unsafe during and after an election, especially if they feel that outcomes or policy debates directly affect them or their families.

• Watch for signs of stress, such as withdrawal, irritability, trouble concentrating, changes in attendance, or physical complaints.
• Connect students to support. Make sure students know which trusted adults they can talk to, and refer students to counselors or student support staff when needed.
• Reassure students about safety and belonging. Remind them that school is a place where everyone belongs and where adults care about them.
• Address bias and harassment promptly. Respond to hurtful comments or behavior right away, and follow up with the students involved.

To get started

• Supporting Students Amid Political Events: Tips for Families and Educators (National Association of School Psychologists, 2024). Guidance on reassuring children, helping them manage strong emotions, stopping harassment and bullying, and supporting staff well-being. It is written for both educators and families, so it can also be shared with caregivers.

Age-Appropriate Conversations

• Elementary: Keep conversations simple and focused on feelings, fairness, and how we treat each other. Reassure students that the adults around them will keep them safe.
• Middle school: Help students name their emotions, practice listening to different views, and check the accuracy of what they see online.
• High school: Support deeper discussion of issues, perspectives, and civic participation, using shared agreements and structured protocols.

Partnering with Families and Caregivers

Families are often having these conversations at home, too. Schools can share a few simple tips:

• Listen first, and ask children what they have heard and how they feel.
• Answer questions honestly and at an age-appropriate level.
• Limit exposure to news and social media, especially for younger children.
• Model calm, respectful conversation, including with people who disagree.
• Reach out to the school if a child seems especially worried or upset.

To get started

• Talking to Kids About Politics and Elections (KidsHealth from Nemours). Practical, nonpartisan tips for parents, including how to reassure worried children and model respectful conversation. Also available in Spanish.
• Exactly How to Talk to Your Kids About the Election at Any Age (Child Mind Institute). Expert guidance for parents on talking with children and teens about elections and their role in their community.

Discuss

How have you prepared students and staff for the election? Share your thoughts in the comments!