The war in Ukraine, the COVID-19 pandemic, anti-Black racism, the impact of residential schools — there has been no shortage of concerns or topics of reflection in classrooms the past few years.
In response, Niagara school boards said they have taken a nuanced and thorough approach in bringing discussions about current events into the classroom.
That means relying on the relationships between faculty and students, and giving teachers tools and space to determine the best option to create a safe learning environment, said Michael St. John, superintendent of special education and mental health and well-being for District School Board of Niagara.
“The teachers in our system really pride themselves on, and take care in, knowing each of their students … knowing their learning, knowing their background, knowing their culture, knowing a great deal about their family,” said St. John.
“We don’t go in to teach about Ukraine, we respond to the needs of the students and the questions they may have, some of their natural curiosity and some of their musings and thinking.”
DSBN said its system works to create a foundation and a balance when it comes to world events such as Ukraine or Black Lives Matter, using resources from mental health and well-being teams in combination with resources that come from its curriculum department.
But it’s about more than academics, with teachers learning to how to identify struggling students, and how to appropriately respond.
It may involve a phone call home, or bringing in a counsellor, either for an individual student or for the entire classroom, to work on resiliency and social emotional learning, “which is a big part of our curriculum for kids and their mental health and well-being,” said St. John.
“It really is going to be a mixture and a balance and it’s pretty fluid with regards to what can, and is, being presented to acknowledge and honour all of the kids in the class.”
Jennifer Pellegrini, communications officer for Niagara Catholic District School Board, said students are encouraged to come forward about Ukraine or other global events, with conversations from a faith-based perspective, “focusing on the need for humanitarian aid, justice, compassion and empathy.”
“Questions and conversations may focus on the politics behind the war, and the history of the region. They may also focus on the importance of critical thinking about the information students are consuming online,” she said.
Conseil scolaire Viamonde, the public French school board, said in an email when it comes to the response to current world events, it relies solely on curriculum provided by the Ministry of Education.
DSBN student trustee Salony Sharma said the past few years have brought about “so much discussion and uncertainty” but has created a unique environment to learn and grow, especially as a high school student.
“It’s not like you’re reflecting on history, you’re reflecting on current events and news happening in the context of our own lives,” she said. “You’re starting to form your own perspectives and viewpoints on these things and be experiencing them in real time.”
Sharma, who is in her final year at Westlane Secondary in Niagara Falls, said those discussions have allowed students to use the classroom as “a hub of different perspectives.”
She credited teachers for that freedom, and for encouraging student-led conversations.
“That lets us have a very open conversation without the pressure of the teacher’s opinion or how that might be perceived as a student in their class,” she said.
“To have those conversations helped solidify my own voice … and make me think outside my own privilege or my own bubble.”
Jennifer McArthur, Niagara president of Elementary Ontario English Catholic Teachers’ Association, said teachers use their professional judgment and knowledge of their students to determine how and when to respond to current events.
Some engage students through visual arts by creating a lesson of painting sunflowers, while another may include the Ukraine war as a choice for a topic on written reflection.
But it goes beyond the age or grade of the student and their development, with teachers considering students’ social-emotional needs to make sure they “feel safe.” They also take into consideration the amount of understanding or exposure to current events students may have.
“A teacher with students who are refugees would consider previous and potential trauma that may affect how students react to the topic of Ukraine,” she said.
“If a child has friends or relatives directly affected, their understanding will be vastly different from a student living in a house where it is not being discussed.”
Ontario Secondary Schools Teachers’ Federation District 22 president Shannon Smith said teachers throughout the province engage students in ongoing conversations about current events as an opportunity to teach critical thinking.
“They engage students in ways that are pertinent to their subject area. Whether it’s learning traditional folk music from different countries or incorporating more inclusive novels in their English class, teachers present students with opportunities to expand their understanding of history and social justice,” said Smith.
