Is That Controversial or is it Just Me?

The purposes of this study were to explore the decision-making process behind delineating issues as controversial or not, identify the risks considered by administrators when faced with potentially controversial issues, and provide recommendations for educators to consider in their own deliberations. I interviewed seven charter school principals and used thematic analysis to explore the influence of contained risk-taking on administrator decision-making concerning controversial issues. The findings of this study suggest that administrators generally consider the same risks their teacher counterparts do but often prioritize larger-scale solutions that ensure equity for the entire school. The products of this process emphasize a deliberate and reflective approach to controversial issues that encourages making decisions based on curricular appropriateness, educator and student preparedness, contextual awareness, and potential redirection of issues so they can be addressed in appropriate situations.