Problem 1: What are the different points of view and difficulties the situation presents?
Problem 2: What options did the instructor in the above situation have? How can they make sure they act in the best interests of each student in the class while respecting the views of the families?
Problem 3: When and how might social-emotional learning (SEL) integration be used to address the issues raised by the scenario? What SEL tactics do you believe would be successful, and why?
Problem 4: Identity of the Gender in a Religious Community
Overview of the case scenario
Billy is a same-sex couple's student who relocates to your state. The majority of people in the heavily religious society have negative opinions on same-sex relationships and gender problems. Although there is racial diversity in the population, the group has fairly traditional religious beliefs. Billy appears to be transgender based on his clothing choices. Despite the fact that he does not identify as transgender, the other pupils and the community may believe otherwise based on his looks and family situation.
Billy is an excellent student who excels in the classroom. He is left alone in the classroom despite the fact that he has no friends yet because of his positive attitude. He participates in martial arts and a local theatrical company outside of school.
When Mr. Adams sets a group assignment in history class, none of the other students want to collaborate with Billy. Instead of allowing the students to form their own groups as he typically does, Mr. Adams decided to assign group members. Billy's group's students complain that this is unjust and that cooperating with him goes against their religious convictions.