How global tension is showing up in your classroom – and how you can support belonging and wellbeing.

When we look around at the news, social media, and even everyday conversations, it’s clear that the world feels unsettled. From conflict and climate change to cost-of-living pressures and societal unrest, children and young people are not immune to these realities. They may not understand all the details, but they can feel the stress and uncertainty around them. This tension often makes its way into our classrooms in ways that can affect learning, behaviour, and most importantly, the mental health and wellbeing of our children.

As educators, we hold a unique (and multi-disciplinary) role. Our classrooms are more than just spaces for academic progress. They are communities where children should feel safe, valued, and able to express themselves. So, how might the world’s current climate be showing up in your classroom, and what can you do about it?

Anxiety and worry in daily interactions

Children today are growing up in a landscape where they are more exposed to global events than any previous generation has been. Smartphones, TV, and conversations at home bring news of wars, natural disasters, political division, and inequality directly into their lives. Research from the British Psychological Society (2022) highlights that children are increasingly worried about issues such as climate change, conflict, and social justice. These worries can translate into anxiety about and at school, perhaps showing as restlessness, difficulty concentrating, or behaviours that help to avoid and escape.

For younger children, this may manifest as increased separation anxiety or changes in play themes. For older pupils, you may notice reduced motivation, irritability, or heightened sensitivity to classroom discussions that link to current affairs.

Inequality and identity in the spotlight

When the world feels tense, issues of inequality often rise to the surface. We know from the Department for Education’s guidance on Equality Act duties in schools (DfE, 2014; updated regularly) that creating an environment where every learner feels included and respected is a legal and moral responsibility. Yet, global tensions can amplify feelings of exclusion for children who experience racism, religious discrimination, or who identify as LGBTQ+.

For example, international conflicts may trigger hostility towards pupils perceived to be connected to certain communities. Economic pressures may leave some pupils more acutely aware of differences in what their peers have or can access. If left unaddressed, these dynamics can undermine belonging and safety in the classroom.

Strengths-based approaches to resilience

It can be easy to slip into deficit thinking when we see the challenges children face. Strengths-based approaches remind us to look for the resilience, creativity, and agency young people already have. Research by the Education Policy Institute (2023) suggests that schools with strong pastoral and relational approaches see better outcomes in both well-being and attainment.

We can nurture resilience by embedding opportunities for student voice, encouraging peer support, and helping children name and regulate emotions. Simple tools like check-in circles, reflective journals, or opportunities for group problem-solving can give pupils space to process what’s happening in the world without feeling overwhelmed. A key starting point here is to make sure we’re not assuming that our children and young people are not actively being impacted by the stresses and pressures of today’s world.

Practical considerations for your classroom

Deliberate noticing: Pay attention to shifts in behavioural communication that might signal worry or tension. A quiet child becoming unsettled and distracted, or a normally confident student withdrawing, may be cues that something bigger is going on.

Safe spaces: Create calm areas in classrooms where children can be supported to co-regulate or perhaps even to self-regulate. Even small gestures like offering headphones, a quiet reading corner, or access to sensory tools can make a difference.

Language matters: Model inclusive, respectful dialogue. Be clear that differences are valued and that discrimination of any kind is not acceptable. This reinforces a culture of belonging. We must consider our own behaviour as staff, and reflect on what may be interpreted as a ‘green light’ for certain kinds of behaviour that may concern us.

Open conversations: Age-appropriate discussion of current events, framed with empathy and critical thinking, can help reduce misinformation and anxiety. The DfE’s guidance on teaching sensitive issues (2022) encourages teachers to support balanced discussion and foster respect for different perspectives.

Partnership with families: Work closely with parents and carers to understand how children may be experiencing world events at home, and ensure consistent support between school and family.

Encouraging hope and connection

While the world may feel uncertain, our classrooms can be places of stability and hope. By intentionally embedding practices that prioritise inclusion, belonging, and emotional well-being, we give children the tools not only to cope but to thrive.
Small daily actions from educators matter: the way you greet a child at the door, the stories you choose to share, the opportunities you create for collaboration. Each moment signals to pupils that they are seen, valued, and not alone in navigating the complexities of today’s world.

References

1. British Psychological Society. (2022). Children and young people’s mental health in the context of global issues. Retrieved from: https://www.bps.org.uk
2. Department for Education. (2014, updated 2023). The Equality Act 2010 and schools: Departmental advice for school leaders, school staff, governing bodies and local authorities. Retrieved from: https://www.gov.uk
3. Department for Education. (2022). Teaching sensitive issues and handling controversial topics. Retrieved from: https://www.gov.uk
4. Education Policy Institute. (2023). The impact of pastoral care and whole school approaches on pupil wellbeing and attainment. Retrieved from: https://epi.org.uk