Upbringing in a Time of War: Challenges and Solutions
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In times of
disasters and wars, the consequences are not limited to security and the
economy alone; they also extend deeply to children, who are profoundly affected
by such environments. They experience fear and anxiety as a result of what they
hear and witness of destruction and devastation around them. These effects are
certainly not easy to address quickly, as is often the case with security and
economic issues. Rather, their impact can last for years, perhaps even decades,
which necessitates activating the roles of multiple institutions to help
overcome these effects.
At the
forefront of these institutions are the family and the school, as they are the
closest environments capable of containing children’s fears by building an
inner sense of security that mitigates the turmoil surrounding them. In such
circumstances, a child does not merely observe events; they reinterpret what
they see and read according to their limited capacities, making them more
susceptible to exaggerating danger or misunderstanding it.
The
System of Security
It is
self-evident that the roles of both the school and the family must be
integrated when it comes to raising and guiding children. Neither role is less
important than the other, especially since a child’s time and attention are
divided between them. Accordingly, a child’s sense of security during times of
war cannot be built by one party alone, and any shortcoming by one side
inevitably affects the efforts of the other.
From this
perspective, discussing a child’s sense of security becomes a discussion of an
integrated system that does not tolerate fragmentation. It is not enough for
the family to provide a warm environment if the school fails to contain
anxiety, just as the school’s efforts are ineffective if the child returns to a
home lacking reassurance or filled with tension and fear.
Thus, while the
family must provide the child with an initial sense of protection and care, the
school must reproduce this sense within a broader social context, reinforcing
the idea that security is not merely a temporary individual state but a system
that can be restored even amid instability.
Harmony between
the messages of the family and the school becomes critically important.
Contradictions between what the child hears at home and what they receive at
school may amplify confusion and anxiety. Conversely, when both messages are
aligned, the child develops a level of psychological stability that enables
them to better understand what is happening without losing their sense of
security.
Both the family
and the school are also required to maintain established routines. Just as the
family should organize the child’s life at home in terms of sleep schedules,
meals, and activities, the school must play a parallel role in maintaining a
consistent developmental structure, even if at a minimal level. Routine—whether
at home or at school—provides the child with a deep sense of stability and
helps counter the chaos imposed by war or disaster.
The same
applies to cultivating patience and awareness. While the family instills core
values related to endurance and solidarity, the school deepens these values
through curricula and activities, connecting them to broader historical and
human experiences. In this way, a difficult event transforms from a source of
pressure into an opportunity to shape a more mature and resilient awareness.
Regarding the
living pressures imposed by wars or disasters, the family’s role emerges in
strengthening a spirit of cooperation within the home by involving children in
responsibilities and guiding them to forgo many luxuries and non-essential
comforts. The school can support this spirit through group activities and
collaborative work among students, fostering a sense of responsibility and
belonging.
The family can
also use such circumstances to instill an important meaning in children: that
life does not proceed at a single pace. Just as there are days filled with
happiness and joy, there are also times of hardship and deprivation. What
matters most is that crises, no matter how long they last, will eventually come
to an end. This is a concept that the school can reinforce by presenting
historical examples and experiences of societies that have overcome wars and
hardships and successfully rebuilt.
Understanding
Events
Until a few
decades ago, it could be argued that the family and the school were the primary
sources of information for children, with all other sources being secondary.
However, with the widespread use of digital devices among children and their
growing attachment to them, numerous other sources have emerged that are no
less influential than the family and the school.
In this
context, the role of both the family and the school is no longer limited to
protecting children from fear or ensuring psychological security. It also
becomes essential for them to teach children how to understand what is
happening without becoming overwhelmed by it. This requires presenting a
balanced model for interpreting events, based on calm explanation, free from
exaggeration or oversimplification.
Here, the
importance of fostering critical reading of events becomes clear. The family
must guide children not to accept everything presented to them unquestioningly
but to encourage them to ask questions, seek information, and compare
perspectives. The school, in turn, reinforces this approach through teaching
methods that develop analytical skills and deep understanding, moving students
from passive reception to active, informed engagement. This ultimately
contributes to shaping a mindset that does not accept everything it encounters
without evidence and proof.
In addition,
the family should engage in simple daily conversations suited to the children’s
ages, explaining ongoing events in a reassuring manner. This helps regulate
emotions and correct misconceptions. Meanwhile, the school should train
students to distinguish between news and opinion, and between fact and rumor,
teaching them that events can be understood and analyzed before forming
judgments about them.
The family must
also emphasize the importance of relying on trustworthy sources of information.
Children should not depend on social media unless it is supported by credible
or official sources. They should also be taught how to verify the accuracy of
news. Similarly, the school, through structured activities and methodological
skills, should help students examine and analyze information and train them in
critical thinking.
Furthermore, it
is important for the family and the school to work together in encouraging
children—especially younger ones—to avoid excessive exposure to negative news
related to war and violence. Numerous psychological studies have shown that
such exposure can leave clear effects on children and adolescents, including
excessive anxiety, sleep disturbances, and a diminished sense of security about
the future.
Naturally, the child
developing role of both the family and the school extends to monitoring the
impact of these guidelines on children’s behavior and understanding of events.
Joint observation allows for the early detection of any deviations or anxiety
and enables timely intervention before they escalate. This helps the child
develop the ability to adopt a balanced perspective, avoiding emotional
overreaction or being swept away by rumors, and prepares them to face future
challenges with confidence and awareness.
Read Also:
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War... and the Harvest of Childhood
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Building Psychological Safety for Children in a World of Conflict
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Kuwait: A Nation That Places Childhood at the Heart of Humanity
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