Helping Students Navigate the Tough Times

Today we are taking a slight diversion from our usual focus of all civics all the time to address a very important topic – the emotional well-being of our children.

Most of us would agree that things have been emotionally difficult for all of us during the past few years. Beginning in 2020 we weathered a contentious national election. This was followed by a pandemic, followed by economic worries due to supply chain disruptions, followed by inflation and now a war in Europe. As adults we have developed coping mechanisms which have helped us manage these issues. However, we must wonder and worry, how are these never-ending traumas affecting the children. We are beginning to hear from pediatricians and child psychologists that some children could be negatively affected by this constant barrage of horrific news.

One 2011 study in the British Journal of Psychology showcases that it only takes 14 minutes of watching bad news to feel its effect on you. In other studies on the mental health effects of the 9/11 World Trade Center attacks in children, researchers found that proximity to the attacks was not the only factor in predicting post-traumatic stress disorders (PTSD) in kids—exposure to news coverage of the attacks also increased their risk of developing PTSD. Research shows that watching the news—rather than just reading or listening to it—results in a stronger emotional response and greater memory. It is understandable that TV news has a particularly negative effect on viewers

For parents and kids alike, anxiety-inducing content like non-stop updates on the COVID-19 pandemic, social unrest, or the current war in Ukraine can lead to higher stress and anxiety levels. But there are things that we can do to help alleviate that stress.

• Consider switching off the devices and getting active.
   
  • Encourage students to begin a journal to express their feelings
  • Help them explore a new interest
  • Suggest that they begin a project that can help someone or some group in need

By replacing those extra minutes (or hours) of anxiety-inducing media with other more active pursuits, we may find that we can keep events in better perspective and reduce some of the negative effects that come from too much news.

As teachers, we may not be able to keep the flow of information from reaching students or keep that information from having a short-term impact on them. However, there are ways to help keep it to a minimum. Both teachers and parents might find these suggestions from Kim Greene, MA useful.

• Answer kids’ questions. Be honest, but don’t share more information than they can handle. It can also help to learn about the issues with the students.

•  Help them understand. Kids often need more information or context to make sense of what they’re hearing and seeing.

• Acknowledge fears. Help kids talk about fears , and talk together about  what would make things better. Check in with them often. Here is a reference for teachers and parents.

•  Give kids a sense of control. Talk about what you’re already doing to stay   safe and ways you can help others. Giving kids a means to help is essential. Can they start or sign a petition; give a speech; speak to, email, or call a stakeholder; teach their peers about this issue; or raise money to help donate? Help them brainstorm things you can do in your corner of the world to address these issues. There are many books that teachers and parents can use to help children during these times. Here are a few.

• Stick to routines as much as possible. They give kids a sense of security and normalcy.

• Limit the exposure. Do your best to turn off the news and stay off your phone around kids. Be sure to talk about other topics that are less stressful.

While most of the resources suggested above are geared towards the middle to high school aged child, there is one book that could be especially helpful for the younger child to understand the plight of others during a war. It also provides an example of how one person can bring about positive change for those in desperate need of help.

The story is based on the real life experiences of the author’s mother. It gently illustrates the hardships of post-World War II residents of the Netherlands and the efforts of Americans to come to their aid with care packages of much needed clothes and other necessities. While the children in the story are not the driving force behind the humanitarian project, it does provide today’s children with an example of how they can empathize with and participate in efforts to relieve the suffering of those experiencing the effects of war.

While today’s blog does not specifically focus on traditional civic issues, it does remind us that there is more to maintaining a healthy civic society than just voting, participating in jury duty, and being able to name the three branches of government.