WHAT THE EXPERTS SAY.... NAVIGATING CONVERSATIONS AROUND WIDER


WORLD CONFLICT WITH CHILDREN Comment by DR MARTINA GEROMIN, Co-Founder of School Beyond Limitations


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or children, the impact of news headlines


associated with wider world conflict is complex, and it varies based on individual circumstances, from the child’s age to their level of resilience, and the support systems available to them at home and school. Prior to the ongoing conflict between Ukraine and Russia, the topic of war was more commonly discussed within a past-tense context or as part of a history lesson in school. Today, the reverse


is true, and more children are becoming absorbed by rumours and speculation surrounding global conflict, which can be difficult for them to process.


From the moment someone decides to apply for a role, they begin forming opinions about your organisation. A clunky, outdated or overly complicated process can be enough to deter even the most committed applicants, particularly in today’s competitive job market. As native digital users, children, and in particular teenagers, often enjoy unfettered access to the internet and social media, which means they may sometimes be faced with confusing or upsetting information and graphic imagery. Access to this type of content can amplify fears in children and fuel misconceptions around global conflict. There is a lot of misinformation and deepfakes online so it is crucial for parents and schools to nurture an empowering, supportive and well-informed environment, where children can express their feelings on these topics, ask questions and boost their understanding in a way that is appropriate for their level of development.


Taking control


In school, it is important that we address the reality of global conflict in a structured way that allows children to regain an element of control. When a child hears scary stories about world wars, explosions and other distressing details, it can shatter their reality and everything they associate with feeling safe and secure. They may experience heightened anxiety, fear and confusion, they might worry about their own safety and the safety of their family and friends, which can lead to stress, sleep disruption and other psychological issues. In contrast, continuous exposure to violent imagery and events of this nature can result in desensitisation - where children become less sensitive to the pain and suffering of others. Longer term, this could affect their empathy and moral development.


When children are worried about something, they can become withdrawn. This is why it is so important that schools work with their pupils on regaining control of their emotions. Helping them to understand that although you may not be able to control the actions of others (i.e., world leaders) you can control how you feel about it, how you respond to it and importantly, what you read or expose yourself to. We have a duty of care as schools to support children and young adults on the topic of world conflict in age-appropriate ways. For younger children, we might discuss this from the perspective of making healthy choices around what you look at or read so that you are not victimised by it. By making the right decisions, you can regulate those emotions and take the power back into your own hands. That


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said, there is a need to balance these choices with acknowledgement that sometimes, bad things happen in life. If we consider even the earliest fairy tales, we have always taught children that evil exists, not to speak to or trust strangers – whether it’s the ‘Big Bad Wolf’ or a wicked witch, children have grown up understanding the differences between good and bad or right and wrong, and it remains a valuable lesson in life.


Conscious choices


Therefore, our goal should not be to disillusion children about what is happening in the wider world, but to encourage them to accept the diverse emotions we have as human beings, and to recognise that they are making conscious choices all of the time, which impacts how they feel day to day. We have a choice whether or not to ‘buy-in’ to the information we are fed, i.e., teaching children about sensationalism versus reality or propaganda and fake news and how to identify this, is important. How do we spot what is real and what is false? Who should we tell if we see something that upsets us?


Educating young people to become critical thinkers is a key focus for schools and running sessions whereby pupils examine a variety of current news articles and assess how the information makes them feel, is a good way to start in building awareness around the content we consume while helping us to distinguish fact from fiction or opinion from speculation. Role playing is also a great way to analyse scenarios. For example, you could take a past conflict and look at how that was resolved or dealt with. How is that different to today? What are the similarities?


News about conflicts can shape children’s perceptions of the wider world. They may develop biased views based on the narratives they are exposed to, which can affect their attitudes towards different cultures and communities. Yet as we navigate these difficult conversations, it pays to remind ourselves that we are also educating young people to become responsible and tolerant global citizens who ultimately have respect and compassion for humanity.


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