How to discuss divisive news stories and protests with children

It is highly likely you have come across recent reporting on large-scale protests. We understand that topics like this are challenging to address with young people. Misinformation and disinformation are rife, and with an incredibly polarising topic, it can be hard to know how to navigate talking about the matter in an unbiased, supportive, and informative way. Here are our top tips for doing so, while supporting the next generation in their media and information literacy skills.

It’s important to be aware that young people may have encountered strong views about immigration, conflict, refugees, or politics. Any discussion could quickly move into personal or upsetting areas and will require sensitive moderation. If you are a teacher, be aware of who your safeguarding and Prevent leads are, if you fear any children are at risk. Equally, if you are a parent, and you are concerned your child has heard this from peers, speak to your school contact. They will be able to signpost you.

At First News, we’re passionate about delivering age-appropriate news for children and young people, which doesn’t shy away from hard topics. We don’t believe in shutting conversations down – but rather, navigating them with integrity.

Top tips for home and school

• Acknowledge what is happening. “Large protests took place in London over the weekend.”
• To help structure the discussion, ask children and young people what they know about it already. Ask if they have any questions.
• Keep the focus on media and information literacy skills, rather than the nature of the protest itself. Discuss how perspectives and biases are formed, and how to question information critically.
• If you are a teacher, and your students raise personal or political beliefs, acknowledge them respectfully but bring the conversation back to evaluating sources and spotting bias.
• Remind young people that bias is something everyone has. It doesn’t make someone ‘bad’; but recognising it helps us think more clearly.
• Teachers, be mindful that pupils may have direct or family experiences of migration, protest, or discrimination. They may or may not wish to share. Create space for respectful listening, but do not allow personal targeting.

If discussion strays into challenging areas, try these redirections:

• “That’s one opinion. Let’s pause and ask ourselves: how do we know if the information behind it is reliable?”
•  “Let’s step back. What’s the difference between what you have read or heard, and other opinions people might share about it?”
• “Rather than debating whether this belief is right or wrong, let’s think: what clues would show us if it’s biased or misleading.”

Educators: for full teaching packs linked to the latest news, including our new Level 3 resource on protests, bias and evaluating information, First News TeachKit: Media & Information Literacy for free. TeachKit: MIL provides everything you need to help pupils navigate today’s complex information landscape, and grow into confident, responsible creators, contributors and sharers.