How to talk about a global crisis in the classroom

"More than any other time since the mid twentieth century, teachers are having to manage the fallout of domestic and global crises inside the classroom. What have teachers learnt from the covid pandemic, Capitol insurrection and Ukraine Crisis? How might they apply in the (near) future?"

Almost everyday, certainly every Monday morning, with students not-so-fresh-faced from the 48 hour TikTok scrolling stream that illustrates many a teenager's weekend, teachers get asked about the impending explosion of World War Three. For many young learners, the sanctity of their early development is fast distorting through the dystopian kaleidoscope of climate emergency, ongoing pandemic, and an ever growing list of national/global political instability. How can teachers (and parents also) hear students' worries during a crisis?

1. Acknowledge the crisis - When a student raises a crisis they need to feel listened to. Recognise that their concern is legitimate and that they are not alone in their perceptions and feelings. Students feel safety in sharing a community, let them know that they are not isolated.
2. Introduce key facts - Make sure that any discussion is grounded firmly in verifiable facts. Do not engage in conspiracy or hypotheticals. At the outset of covid this could have been a conversation about symptoms and transmission instead of causes; budgets for vaccination development instead of possible time periods; global trends in healthcare policy instead of individual political speeches. For the current Ukraine crisis, this could be the role of oil and gas in Europe instead of military comparisons; the visibility of military manoeuvres instead of guessing the likelihood of an invasion; exemplify the solidarity of nations instead of individual examples of nationalism.
3. Construct a learning moment - Celebrate a student's perception but caution the limitation of the sources they've engaged with. Identify what is driving the student's concern and encourage them to investigate their conclusions. Students' deepest learning achievements are often when they manipulate their own sense of self-empathy within solution solving. Encourage your learners to utilise the safety of our classrooms to enhance their curiosity and reflect on establishing a sense of 'justice'.
4. Always remain open and honest - Don't make promises, sweeping statements or give fuel to fake information. Recognise that as a class we cannot know everything and acknowledge that the future is unpredictable. Don't dwell on/in the crisis for too long and move the situation back on to a routine task before the discussion stagnates. Manage your own emotional response foremost and remember that students are often talking to you because they don't have an alternative outlet for support.
5. Pass it on - Never let a crisis conversation sit in the top drawer of your desk. Pass it on to the school's safeguarding team. It might be important to map out crisis conversations across the school to understand the emotional health and welfare of the student body. Make sure students have access to mental health resources, helplines and counselling.