Fla. - It's something your kids want to talk about: headlines out of Ferguson, New York, and more recently, Baltimore.
They're hearing about it, reading it, watching videos and seeing pictures on social media. Race relations and law enforcement becomes points of discussion at school.
These types of conversations aren't always in the lesson plan, but they happen, especially in history and government classes and when students decide they want to talk about these tough issues, teachers don't avoid the discussion, they use them as a teaching school.
Leah Rhodes teaches civics at Bellview Middle School. When her students want to talk about current events that bother them, she lets them talk about the issues to weed out fact from fiction.
"Some of them are frustrated some of them want to talk about it," she said. "Some of them want to say, if this was me or my family member I'd do this or that, a lot of them are curious."
When the riots erupted in Baltimore, Rhode's students wanted to talk about it, renewing conversations about South Carolina, New York and Ferguson. It spurred dialogue into more sensitive topics like relations and policing in minority neighborhoods.
"A lot of them are angry with police officers so we have to say, "well who are you to call if someone breaks into your home so it comes well then not all police officers are bad," Rhodes said.
At Pensacola High School, the students don't only share opinions, they want to share personal stories
"I stuck my hand out of the sunroof and we got pulled over," one student said. "And as soon as we got pulled over I stuck my hand up and I said, 'I don't got a gun, I don't got a gun."
"Why did you do that?" Sue Mullin, the teacher, asked.
"Just because of stories of cops that just because a person was black they thought they had a gun and they fired at him," the student answered.
The classroom had a comfortable climate. Some students were eager to talk, and just about everyone seemed willing to listen.
"I like giving out my opinion, i l want to see if somebody sees it like me," 11th grader DeAndre Norman said.
there's always two sides of a story and sometimes were only telling one side of the story," another 11th grader, Constantine Sharp said.
Mullin is used to teaching delicate issues in her history class, from segregation to Roe vs. Wade. She says Michael brown and Freddie gray require the same care.
"They're very interested to know what I think, and it's difficult to refrains sometimes but it's not my job to teach what I think," Mullin said. "What I explain to them is that my opinion doesn't matter."
Teachers cling to that rule when controversial topics come up. They say it's also important to blend it into the course material, so a day of instruction isn't wasted.
At Rhodes civics class, the Baltimore riots become a talking point for the first amendment.
And the demonstrators push for justice, turn into a lesson of the US Courts
Students get more questions than answers during discussion. But teachers believe it's a way to get them thinking critically by exposing them to as many perspectives as possible.
"You want to give them a venue to express themselves," Mullin said.
"The more that they discuss, the more they understand," Rhodes added.
Cherie Arnette, the social studies head for the Escambia School District says the other thing she emphasizes to her teachers, is to watch the clock during discussions.
"You want to give students a safe in and out," Arnette said. "You never want to get students at a high point or low point in the conversation, the bell rings, and then send them off to math class."