Feeling Disturbed

Waling, Andrea (2025) Feeling Disturbed. In: Teachers' Emotional Experiences : Towards a New Emotional Discourse. Palgrave Critical Perspectives on Schooling, Teachers and Teaching, Cham . Palgrave Macmillan, 9783031822582, pp. 61-81. ISBN 9783031822599

Abstract

This chapter begins with a teacher describing their experience of being shown Instagram photos in the classroom by a student. The teacher has strong emotions after being shown erotic photographs of underage students—photos that she did not want to see—and then must deal with the burden of that circumstance. The chapter focuses on several concerns around how teachers are inadequately prepared with the appropriate emotional toolkits to navigate these complex situations, as they require a degree of emotional literacy and emotional skills around what are quite challenging, taboo and sensitive topics. The chapter will draw on the work of Quinlivan (Exploring contemporary issues in sexuality education with young people: Theories in practice. Palgrave MacMillan, 2018) which relates to challenges in implementing sex education and gender literacy in schools (building on broader arguments about the taboo nature of sex), challenges around young people engaging their sexuality (when is it agentic, and when is it coerced), and the complex nature of who is actually responsible for managing these situations. It will also draw on the work of Sianne Ngai (Ugly feelings. Harvard University Press, 2007) regarding ‘ugly feelings’ when it comes to the dilemma of adults presented with adolescent sexuality. This chapter explores how social media extends beyond the school setting, discussing the lack of clarity around boundaries when difficult situations regarding young people and sexual practices arise for teachers. The chapter considers questions of responsibility around support for the child involved and for the teacher to manage these situations, including the emotional discomfort they can experience. The chapter argues that teachers are not objectively removed from such situations, that they have their own feelings, thoughts and belief systems that can shape how teachers choose to respond (or not respond).