When unsettling events appear in the news, adults often hope children are unaware. Yet children are frequently more perceptive than we realize. They overhear conversations, notice media running in the background, see images online, and observe changes in adult mood. Even when we try to shield them, children can sense when something feels different. During uncertain times, children need steady, responsive adults who listen first, speak honestly, and help them feel safe and connected.
Start with listening
Educators draw on their knowledge of child development, individual children, and family context when deciding how much to share and how to respond when children approach with questions or concerns.
Engaging with curiosity is a great place to begin. You might say:
- “What have you heard?"
- “How are you feeling about that?”
- “What questions do you have?”
Listening first helps educators respond to children’s actual understanding and prevents oversharing or overwhelming children with unnecessary details.
Share honest, simple information
Young children understand the world differently from adults and benefit from explanations that match their age, experience, and emotional readiness. Children deserve truthful answers in language they can understand.
- Answer only what they ask.
- Use simple, concrete words.
- When topics feel complex, break ideas down into familiar concepts children can relate to—such as fairness, safety, or respect.
- It’s okay to say, “I don’t know, but we can learn more together.”
Brief, honest responses help children feel more secure than avoidance or over-explanation.
Also, be aware of your nonverbal communication—maintain a calm, matter-of-fact facial expression and avoid gestures that might signal shock or discomfort.
As Mr. Rogers (1994) once reminded us, “Anything that’s human is mentionable.”
Balance media exposure
In today’s digital world, children are unlikely to be completely shielded from the news. Instead of creating a “news blackout,” aim for balance:
- Be mindful of adult conversations that children may overhear.
- Avoid running news in the background during the day.
- Limit exposure to distressing images or repeated videos showing tragic events.
- When appropriate, review age-appropriate summaries together and discuss them.
Too much exposure can increase anxiety, while secrecy can increase fear and curiosity.
Reassure without dismissing reality
When children have concerns about distressing events, they are looking for reassurance and authenticity. Instead of saying “Everything is fine,” try:
- “You are not alone.”
- “People are working hard to help.”
- “I care about you, and I’m here with you.”
Adults can’t promise that nothing bad will ever happen, but they can help children feel safer and more supported in the moment. It can also be helpful to point out examples of people showing care after difficult events—such as neighbors gathering, leaving flowers, lighting candles, or community members comforting one another. These moments show children that compassion and community exist even during hard or painful times.
Children’s experiences with safety and authority may differ depending on their culture, community, identity, or lived experience. Some children may also be directly affected by the events. Responsive reassurance acknowledges these differences while emphasizing connection and care.
Make space for feelings
Children may feel worried, sad, angry, confused, or even curious. All of these feelings and responses are valid. You might say things like:
- “A lot of people are having big feelings about this.”
- “You can talk to me about how you’re feeling.”
When adults respond in these ways, children learn that emotions are safe to share and talk about.
Build safety through community
Educators who work with groups of children play an essential role in shaping a sense of safety and belonging in their learning environments. These environments are connected to—and shaped by—children’s family and community contexts. When news or events directly impact children and their families, processing and healing together as a community of learners can be helpful.
You might create opportunities for children to come together in simple, supportive group conversations. Practices such as peacekeeper or community circles can offer space for children to share what they’ve noticed, ask questions, and hear that others may be feeling similar emotions. Circles can focus on listening, naming feelings, and identifying small ways the group can care for one another.
These kinds of restorative practices emphasize connection and help children experience their classroom as a place where challenging topics can be held with respect and care. Even brief check-ins (such as a morning meeting question like, “How are you feeling today?”) can strengthen a sense of shared care and belonging.
You can also remind children that their everyday choices—being kind, using words, sharing, and helping—help make their classroom and community safer places.
Use play, routine, and connection as anchors
Play is one of children’s primary tools for processing difficult ideas. Dramatic play about hospitals, helpers, rescue scenes, or even conflict can be part of healthy meaning-making. Stay nearby, observe, and gently guide if needed.
Predictable routines and warm adult relationships are especially protective during stressful times.
Partner with families
Strong, respectful partnerships with families are essential to children’s well-being and learning. When conversations about difficult events arise in the classroom, proactive communication with families strengthens trust and consistency.
Consider:
- Letting families know what children asked.
- Sharing the language used in class.
- Offering conversation starters for home.
- Inviting families to share how they are addressing a topic and what words they are using.
Children benefit when home and school communicate openly and respectfully. Partnership reinforces belonging and helps to ensure conversations are culturally responsive.
Watch for signs of stress
Some children show distress through changes in sleep, appetite, mood, or behavior. If concerns persist, collaborate with families and consider consultation with a pediatrician or behavioral health provider.
Care for yourself
Children take cues from adult regulation. Limiting your own news exposure, seeking support, and taking breaks are essential. Even when you do not have perfect answers, your presence and openness matter most.
References
Fred Rogers Institute. (2025). Talking to children about difficult things in the news. news. https://www.fredrogersinstitute.org/resources/talking-to-children-about-difficult-things-in-the-news
National Association for the Education of Young Children. (2020). Developmentally appropriate practice position statement. https://www.naeyc.org/resources/position-statements/dap
Nemours Children’s Health. (2025). How to talk to your child about the news. https://kidshealth.org/en/parents/news.html
Rogers, F. (1994). You are special: Neighborly words of wisdom from Mister Rogers. Viking Adult.
Sesame Workshop. (n.d.). How to talk to kids about tough topics: Age-by-age strategies. https://sesameworkshop.org/resources/age-by-age-strategies/
Sesame Workshop. (n.d.) How to talk to kids about tough topics: Avoiding the media. https://sesameworkshop.org/resources/avoiding-the-media/
Sterns, L. (2022). Big conversations with little children: Addressing questions, worries, and fears. Free Spirit Publishing.
Strouse, L., Cox, J., & Bayly, B. (2023). Fostering community through restorative practices. https://extension.psu.edu/programs/betterkidcare/lessons/fostering-community-through-restorative-practices
