While it may seem like a very distant conflict for some, for other children and families it is a real and significant emergency.
As a teacher, it can be tricky to know where to begin if you are faced with questions or comments about the war. Every situation is different so it’s important to begin with what feels right for your context.
Here are some strategies that could work for children in your class:
Use careful language
Keep language age appropriate, as well as respectful for the developmental stage of children you teach. Tone down the language to make sure everyone understands what you mean, and use words which are kind, relevant and model care and compassion.
Remember that children are likely hearing (or overhearing) lots of conversation about war, with varying views, values and opinions coming into play.
The language you use should be respectful of all community members, and show an understanding of culture, language and religion.
This doesn’t mean you have to be a world expert on international relations, but it does mean you should model respectful language that cares for everyone in your classroom community.
Check for understanding
Social media and 24-hour news channels make it all too easy to access visual information online. The social media ban for under 16s can help reduce the information flow, but it’s still quite likely that children are coming across news stories online.
Gently find out what children might know so you can clarify any misunderstandings, then move the conversation along when it seems right to do so.
Get clear on context
Younger children may see images of war and feel immediately threatened and fearful. They have trouble distinguishing between events happening a long way from here, and those which are close by.
Here reminding your school community that young children can believe the same event is happening over and over just because it is being replayed on a screen can be helpful.
Community helpers
While it may be important to address and acknowledge issues around war if it is relevant, it’s also important to shift the focus to positives as well.
Identify positive actions and examples in your community, such as people who work to help others. Find out about local volunteer groups, join in a clean up day or begin a craft or letter writing project with older community members.
Taking positive actions in the community during a difficult world period can be reassuring for children.
Checking in
Big feelings can tend to take hold, particularly later in the day or when children are getting ready to leave. Check in with children about their feelings, and if necessary help them to name and manage them.
Some children may not be able to give their feelings a name, which can make it much harder for them to talk about what is going on.
Give examples and role model how you can manage big feelings such as by saying, ‘I feel worried. I know I am worried when my tummy feels all churned up on the inside. I’m going to do some deep belly breaths. That might help me feel better.’
No one knows yet where things are going in the Middle East, although there are a great many armchair experts intent on giving it a go.
Remember it is OK to check in regularly with children and adopt an approach which tells them, ‘let’s learn together and care for everyone in our own community’.
