How to talk to students about distressing world events

Students today are exposed to a constant stream of information about distressing world events. From natural disasters and conflicts, to environmental issues and acts of terrorism, many events that dominate the news cycle can be overwhelming for young people.

Discussing such events with students can be challenging for you and for them. But by creating a supportive environment, providing accurate information and empowering students to engage critically with global events, you can play a key role in building up their resilience and emotional intelligence.

How does distressing news impact students?

Bad news can impact your students in a variety of ways. Some students may be more sensitive and vulnerable, especially if they have personal connections to the places or people affected by distressing events.

Some students might experience emotional responses such as fear, anxiety or sadness. You might also notice behavioural changes. For example, they might become withdrawn, or they may be more agitated and confrontational. 

If you understand the potential impacts that distressing news can have on your students, you can provide the empathy and support they need to navigate their emotions.

How can you prepare for a conversation about distressing news?

Before talking to students, there are a few things you can do to better prepare yourself. 

• Stay informed. Ensure you have accurate, age-appropriate information about the event from reliable sources.

• Reflect on your own feelings. Acknowledge and process your own emotions about the situation.

• Be aware of your biases. Recognise any personal biases you may have and try to present information objectively.

• Prepare resources. Gather relevant support materials and information about the events to help students understand them. This could include news articles or clips from media outlets.

6 tips for having the conversation

1. Create a safe space

• Establish ground rules for respectful discussion.

• Emphasise that it's okay to have and express different emotions.

• Ensure privacy and confidentiality within the classroom setting.

Get more tips on creating a supportive learning environment. 

2. Use age-appropriate language and information

• Tailor your approach to the students' age and maturity level.

• For younger students, focus on providing basic facts and offering reassurance.

• For older students, engage in discussions about complex issues. Encourage them to share what they know and how they feel about those issues.

3. Listen actively and validate feelings

• Encourage students to express their thoughts and emotions.

• Use reflective listening techniques to show that you understand their concerns.

• Validate their feelings without judging them.

Get more tips on having quality conversations with students. 

4. Provide context and perspective

• Help students to understand the broader context of the event.

• Discuss historical precedents or similar situations, when appropriate.

• Highlight positive actions being taken in response to the situation.

5. Empower students through action

• Discuss how students can contribute positively, even in small ways.

• Encourage them to think critically about how to address global challenges.

• Explore opportunities for them to be involved in their local community.

Get started in the classroom with lesson plans on student advocacy.

6. Use conversation starters

• ‘Has anyone heard about [event]? What are your thoughts or feelings about it?’

• ‘How do you think this event might affect people in our community or around the world?’

• ‘What questions do you have about what's happening?’

• ‘How can we support each other when we hear about difficult events like this?’

How do I provide ongoing support? 

Support shouldn’t be a one-off response to a single event. Here are practical ways to provide ongoing and steady support that will help students to feel safe and empowered to manage the challenges life presents them with, now and in the future.

• Monitor their reactions. Keep an eye out for signs of ongoing distress or changes in behaviour.

• Keep communication lines open. Check in regularly with students and create opportunities for them to discuss their concerns with you.

• Collaborate with support staff. Work closely with school counsellors and mental health professionals to provide additional support when needed.

• Encourage media literacy. Teach students how to navigate media responsibly and to set healthy boundaries around their consumption of news.

• Promote resilience. Help students to develop coping strategies and stress management techniques.

• Foster hope and positivity. Highlight stories of resilience, compassion and positive change in the face of adversity.

When should I bring in extra support?

Sometimes, students may need extra professional support to help them manage how they’re feeling. Here are some of the signs to watch for:

• persistent changes in mood, behaviour or academic performance

• expression of feelings of hopelessness or despair

• social withdrawal or isolation

• physical symptoms, such as headaches or stomach aches, that may be stress-related.

In these cases, it’s important to get the school counsellors and year advisors involved. Or, you could recommend appropriate mental health resources, such as the ReachOut Online Community or ReachOut PeerChat, where students can chat anonymously with others and get support. 

Remember, it's okay not to have all the answers! Sometimes, the most important thing is just to listen to your students, to validate their feelings, and to provide a safe space for them to process difficult information.