Teachers' decision-making about resource selection is made more complex when resources are appraised for their potential to raise controversial issues or cause offence to others within school communities. Debates around the use of trigger warnings, freedom of speech and the impact of exclusionary practices further complicate these processes. In this article, Bacchi's (Bacchi, 2012; Bacchi & Goodwin, 2016) What's the problem represented to be? (WPR) approach is applied to the critical policy analysis of five Australian policy texts that deal with resource selection and controversial issues in schools. By comparing the ways these policies represent certain kinds of 'problems', it highlights the tendency of government departments to problematise this as a process that must be managed for the purpose of mitigating contestation. An examination of dominant and alternative policy constructions also prompts reflection on the discursive effects of policy and why resource selection should be re-problematised as a pedagogical opportunity and inclusionary practice.