Despite the fact that large language models (LLMs) show exceptional skill in instruction following tasks, this strength can turn into a vulnerability when the models are required to disregard certain instructions. Instruction following tasks typically involve a clear task description and input text containing the target data to be processed. However, when the input itself resembles an instruction, confusion may arise, even if there is explicit prompting to distinguish between the task instruction and the input. We refer to this phenomenon as instructional distraction. In this paper, we introduce a novel benchmark, named **DIM-Bench**, specifically designed to assess LLMs’ performance under instructional distraction. The benchmark categorizes real-world instances of instructional distraction and evaluates LLMs across four instruction tasks: proofreading, rewriting, translation, and style transfer—alongside five input tasks: reasoning, code generation, mathematical reasoning, bias detection, and question answering. Our experimental results reveal that even the most advanced LLMs are susceptible to instructional distraction, often failing to accurately follow user intent in such cases.

Despite the success of Large Language Models (LLMs), they still face challenges related to high inference costs and memory requirements. To address these issues, Knowledge Distillation (KD) has emerged as a popular method for model compression, with the use of student-generated outputs (SGOs) as training data being particularly notable for reducing the mismatch between training and inference. However, SGOs often produce noisy and biased sequences, which can lead to misguidance from the teacher model, especially in long sequences. To mitigate these challenges, we propose SWITCH (Studying With Teacher for Knowledge Distillation), a novel approach that strategically incorporates the teacher model during the student’s sequence generation. SWITCH identifies discrepancies between the token probabilities of the teacher and student models, allowing the teacher to intervene selectively, particularly in long sequences that are more prone to teacher misguidance. Extensive experimental results across three model families and five instruction-following datasets show that SWITCH surpasses traditional KD methods, particularly excelling in the generation of long sequential data.

As large language models become increasingly integrated into daily life, detecting implicit toxicity across diverse contexts is crucial. To this end, we introduce LifeTox, a dataset designed for identifying implicit toxicity within a broad range of advice-seeking scenarios. Unlike existing safety datasets, LifeTox comprises diverse contexts derived from personal experiences through open-ended questions. Our experiments demonstrate that RoBERTa fine-tuned on LifeTox matches or surpasses the zero-shot performance of large language models in toxicity classification tasks. These results underscore the efficacy of LifeTox in addressing the complex challenges inherent in implicit toxicity. We open-sourced the dataset and the LifeTox moderator family; 350M, 7B, and 13B.