“Miss, will Russia invade us next?”
“Sir, what’s happening to the children in Ukraine?”
“Are we in a third World War?”
It’s been three weeks since Russia invaded Ukraine, and teachers around the world are being asked these sorts of questions every day. So, as the weeks go on, and the devastating reports continue, what should those working in schools say to pupils?
Martin Forster is a child psychologist, and can offer some advice here. The key thing, he says, is to directly address concerns, and remain calm while doing so - but don’t necessarily introduce the topic unless you are asked about it.
“The best way to talk to pupils about the war is to listen and ask them questions, rather than to assume they want to know, or do already know, certain things,” he explains.
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Teachers also shouldn’t worry about causing pupils harm by discussing their concerns - this would be unlikely. As long as the topic is handled sensitively, there’s no need to shy away from it.
“There is little risk you will traumatise them unless you become elaborate and dramatic in what you say. Pupils look at how adults react emotionally, what they transmit with their facial expressions and tone of voice. As long as you stay calm, neutral and just answer the questions, you can’t go far wrong,” Forster explains.
Having said that, answers must be age-appropriate, he stresses. This will determine how teachers should respond.
Talking about Ukraine at primary school
Mostly, pupils want to know if the war will come to their home, and the honest answer is we never know. But really young pupils - below the age of 8 - can’t handle that level of uncertainty or risk, Forster warns.
“For them, you need to be more concrete in your answers,” he explains. “Say things like, ‘No, there is a war in Ukraine now, and we are worried about them and we care about them, but here, right now, we have no war.’”
Forster suggests showing pupils where Ukraine is on the map, and how far away it is from the UK.
“It’s also OK to lie a little and say, ‘No, there’s not going to be a war here’, because that’s what they can handle at that age,” he adds.
Those aged 9 and above, on the other hand, are likely to be digesting more news and information, and therefore, be more aware of the risk. Here, Forster says teachers need to have an open and honest conversation.
“It’s good to be firm, and say things like: ‘Right now, there’s no risk. A third World War could happen, we all know this, but today there is no risk’,” he says.
Of course, no matter how firm you are, pupils might have follow-up questions: young people will naturally ask ‘but, what if?’. When this happens, it’s important to allow those discussions to unfold, and not shut them down, he says.
“You should give pupils reassurance that the country can handle it. That is the bottom line: bad things can happen, but I am an adult, your parents are adults, and you need to trust the adults around you; we have a plan,” says Forster.
Talking about Ukraine at secondary school
The same approach might not work with older students, though. Teenagers may come to the classroom with preconceived ideas of what’s going on, some of which may be false.
In these circumstances, Forster advises against telling students they’re wrong. Instead, you should explore the issue together.
“If you have older kids who are really into TikTok, for example, and who don’t trust traditional media, it’s really counterproductive to approach them with authority,” he says. “What you should do is have a mutual discussion around the different opinions, and explain how you know a trustworthy from an untrustworthy source.”
Forster points out that students of this age will often be worried not just about the threat of war, but the welfare and safety of other pupils like them, who are in or fleeing from Ukraine. They might express feelings of guilt and hopelessness. In these situations, the best remedy is to encourage them to make a difference through fundraising activities.
However, those activities shouldn’t become overwhelming.
“We shouldn’t be focusing on Ukraine all the time, encouraging pupils to think about others there constantly. They need breaks away from this, and we need to allow them to reload and focus on their lessons as normal,” he says.
Finding balance
Whichever age group you are teaching, then, Forster recommends scheduling these discussions. Constantly reassuring pupils, he explains, can actually maintain their anxiety and make it worse.
These conversations shouldn’t happen every single day - this can give the impression that the war is all-encompassing - but every few days, or weekly.
“It’s important to keep this in proportion. This is really serious for Europe, but the current media landscape makes it seem as if every crisis around the globe is an imminent threat to our safety and security,” he says.
“We need to signal to pupils that we do not need to be on top of this every day. We can have days when we talk about other things, where we do other things, and not think about a war at all because this is not imminent.”
Leaning on external sources, like CBBC’s Newsround, can be really helpful, especially for those teachers who are particularly emotional about the subject, Forster says. It’s important to find an approach in which you can remain calm - whether it’s watching age-appropriate videos that provide answers, or asking a colleague to lead the sessions instead.
What should you avoid?
It’s clear a nuanced approach is needed, but there are areas that Forster is firm about. The first is that, actually, for some pupils, all of the above will be unsuitable. If you’ve got a Syrian refugee in your class, for example, any discussion of the war may be traumatic.
“You need to make an assessment, and ask yourself if any pupils are carrying trauma or other things which make them really sensitive to this subject. If so, you need to give them an opportunity to opt out of discussions,” he says.
“On the other hand, if you have pupils with different experiences who are comfortable with being involved, let them share their stories, and tell their classmates what it was like for them when they were fleeing their country, and what was helpful for them during that time.”
Another thing to completely avoid, he says, is the phrase: “It’s nothing to worry about”. It’s understandable why teachers would say this - when a child is in despair, you want to comfort them and offer instant relief. But when you tell them not to worry, you can invalidate their feelings, which can alienate them, he says.
“You need to show understanding. It’s ok to admit you’re also worried, that’s different from losing control,” he adds.
None of this is easy: but as the situation escalates, so will questions from pupils. And while teachers need to be mindful of the new guidance from the Department for Education on political impartiality in schools, Forster’s advice around facing these questions head on, remaining calm and having age-appropriate conversations, is worth remembering.
