Purpose: The purpose of this study is to discuss mutual understandings of political issues among students and academics. The aim is to suggest a framework that teachers can use to address politics from both the discipline's and the students' perspectives. Design/methodology/approach: This study is based on semi-structured interviews with twelve students in six upper secondary schools and eight social science academics in Norway and Sweden. Findings: We identified four guiding aspects for defining political issues in social science education to connect disciplinary thinking with students' views of the political. These aspects are: 1) collective, 2) contemporary, 3) conflictual, and 4) contextual. Limitations: This study relied on interviews with a selection of students and academics and what they chose to express. The results may not be applicable to other samples. Implications: The framework presented can be used in social science education to understand and discuss the nature of political issues.