Recent world events like the terrorist incidents in Paris, Beirut and San Bernadino, California, not to mention the much closer Colorado Springs shooting, often spark educators to bring the “real world” directly into their high school classrooms. So too does a presidential election cycle spur discussions as to the ways our political system works. In their own ways adolescents are trying to make sense of these news items, so processing these developing, confusing and complex issues helps high school students come to terms with the “whys” and “hows.”

 

Contemporary events can also be a highly effective means by which older students can analyze and discuss media; how are these events covered and what biases are revealed?

 

I have taught many courses in my career that incorporate current events into the course materials and discussions. This trimester my English elective called Contemporary Voices in African Literature will be drawing on news and developments in the African nations we are studying. I follow a similar model when I teach my Middle East Literature course. Other teachers in multiple disciplines English, social studies and world language in particular— connect to the news of the day to support or enhance their curriculum. Additionally advisors often use contemporary topics as springboards for discussions with their groups. We believe students should be informed and be able to think critically about what is happening beyond the CA campus.

 

At home, we hope parents will not shy away from addressing these weighty topics with their children, in an age-appropriate manner of course. Given the volume of information that bombards us on a daily basis, adults need to help their children sort it all out, as challenging as that can be.

 

Of course, we also need to be cautious not to overload students with current events. We live in an era when it is possible not only to receive live news 24/7, but also to hear and read instantaneous commentary on those events through social media. The barrage of negative imagery and incessant debate over political positions can actually lead to some cynicism or even anxiety and depression in adolescents (and adults too), thereby creating a reverse effect of the one we would hope to achieve.

 

So the American Psychological Association advises that we should all take “news breaks.” The APA notes that while “your children may want to keep informed by gathering information about [certain events] from the Internet, television or newspapers, it is important to limit the amount of time spent watching the news because constant exposure may actually heighten their anxiety and fears. Also, scheduling some breaks for yourself is important; allow yourself time to engage in activities you enjoy.” As Dr. Davis notes elsewhere in this magazine, there are times when we simply need to unplug from the cares of the day and embrace our playful side.

We also know that some current events, notably the traumatic events involving random acts of violence, can trigger a reaction in an adolescent that is similar to PTSD. Certainly, if students are feeling anxious or frightened about something they have heard in the news in a way that hinders their ability to go about their daily lives, they should seek counsel. Moreover, we encourage students to take care of each other: if anyone is worried about a friend’s emotional state due to a recent traumatic event, he or she should talk to our counselor Liza Skipwith, one of the class deans, or another trusted adult. In recent years, our students have been the most effective “eyes and ears” of others’ struggles.

 

In all, as with so many aspects of our complex world, we need to strike a healthy balance. We do not advise that our students should ignore the news of the day, somehow imagining they are isolated and unaffected by world events. Neither do we want them to obsess or worry about impending dangers. “The world is too much with us,” Wordsworth famously opined, and we must help our adolescents come to terms with that reality in the healthiest way possible.