Close to Home: Bringing discussions back into the classroom

Classroom discussion — the free exchange of ideas among three or more people — is one of the most powerful tools in education. Research shows it deepens learning and promotes mental well-being by fostering social connection. Yet meaningful discussions remain rare and brief. As schools increasingly integrate artificial intelligence, we must ask: Will AI enhance or diminish students’ opportunities to engage in face-to-face conversations?

The history of education yields two valuable insights into technology. First, technological innovations are often met with bold claims that schooling will be forever transformed. Second, technology adoption in schools typically aligns with what teachers are already doing. In other words, technology complements — not displaces — current practices. While technologies have enhanced teaching and learning, they have not transformed them. Students still sit at desks. Teachers lead lessons. Assignments and tests remain central to education. Despite continuous technological advancements, the structure of schooling remains intact.

AI’s capacity for real-time feedback and personalization makes it a powerful tool that opens up exciting new possibilities for learning and teaching, but it also has the potential to reduce face-to-face interaction. If AI adoption follows the trajectory of previous technologies such as personal computers, the internet and smartphones, students will likely spend even more time engaged in digital interactions at the expense of in-person socialization. This shift is particularly concerning in light of the ongoing student mental health crisis.

According to the Centers for Disease Control and Prevention, the percentage of U.S. adolescents experiencing persistent feelings of sadness or hopelessness rose from 28% in 2011 to 42% in 2021. The suicide rate among adolescents aged 10-19 increased by nearly 40% between 2010 and 2020, making it the second-leading cause of death for this age group. According to the YouthTruth school climate survey administered in Sonoma County, 43% of middle school students and 47% of high school students reported that stress, anxiety or depression hindered their learning.

Research demonstrates a strong link between increased screen time and declining mental health, with studies showing that teens who spend more than three hours daily on social media are twice as likely to experience symptoms of anxiety and depression.

Increasing screen time through AI-driven education threatens to deepen these mental health challenges. However, schools have the unique ability to emphasize classroom discussion as a powerful antidote to this trend. Students who regularly engage in face-to-face discussions report lower levels of anxiety and depression. Such interactions provide emotional support, reduce feelings of isolation and foster a sense of community and belonging.

While the mental health benefits of discussion alone justify its increased use, its effect on learning may be greater. Students learn best when they can actively construct meaning from complex material. Discussion allows them to theorize, consider different perspectives and draw their own conclusions. This powerful blend of emotional, logical and social engagement fosters deeper comprehension and long-term retention of information.

Moreover, classroom discussions play a vital role in supporting a healthy democracy. The ability to engage in thoughtful discourse is a cornerstone of democratic societies, whereas authoritarian regimes suppress open dialogue. Encouraging students to voice their opinions and engage in meaningful discussions not only enhances their critical thinking skills but also prepares them to participate actively in civic life.

Despite these clear benefits, class discussions are rare. A large-scale study of middle and high school English and history courses found that 97% of classes did not hold a discussion, and when discussions did occur, they often lasted less than 90 seconds. Notably, those 90 seconds positively and significantly impacted student achievement. Yet many teachers hesitate to facilitate discussions, either because they lack training in discussion-based learning or are fearful of losing control of the classroom. Additionally, discussions tend to occur more frequently in advanced, college-prep courses, limiting access for many students.

Expanding the use of discussions across all classrooms requires intentional effort and support. To address this, the Sonoma County Office of Education plans to bring leading teaching educators from the Discussion Project — where teachers learn 22 discussion models tailored to their teaching goals — and the Legislative Semester, a nonpartisan organization that trains students to research, write and debate their own bills. These experts will provide training and inspiration to teachers in Sonoma County.

By prioritizing human connection alongside technological advancements, we can ensure education meets both the intellectual and emotional needs of students.

Amie R. Carter is Sonoma County superintendent of schools. Louis Ganzler is an assistant superintendent overseeing the school culture and partnerships division at the Sonoma County Office of Education.