"You know Birds Aren't Real isn't real, right?" Working Through Communication and Media Studies Student Affect in the Critical Communication Classroom.

This article focuses on pedagogical challenges and strategies in teaching risk, health, and science communication amid increasing polarization, anxiety, and misinformation. Drawing on 25 years of experience in critical communication and media studies, it emphasizes the importance of addressing students’ affective responses—such as anxiety, grief, and skepticism—by integrating emotional reflexivity, critical thinking, and media literacy into the classroom. The author highlights how misinformation and science denial complicate learning, advocating for community-building approaches that foster empathy and dialogue, exemplified by using the parody movement "Birds Aren't Real" to engage students in critically evaluating misinformation. Ultimately, the article argues that acknowledging affect and fostering solidarity are essential pedagogical tools to counter polarization and support students navigating complex risk discourses.