As
the one-year anniversary of September 11th approaches, many children and adults
are still experiencing significant reactions to the tragedy. During the past
year, frequent reminders of the possibility of further attacks on our country
have contributed to an individual’s sense of danger and emotional distress.
With increasing attention given to the anniversary itself, students could
benefit from additional assistance and support of their teachers, parents
and communities. In response to this immediate need, the New York City Board
of Education asked the Center for Social and Emotional Education and the National
Center for Children Exposed to Violence to develop guidelines to help teachers
and schools prepare for the one-year anniversary.
First,
it is important to understand that symptoms and reactions of distress may
vary from child to child. Children, as with adults, may experience a recurrence
of some of the feelings associated with a loss or tragedy. Since the actual
date of September 11th holds strong symbolism, this may cause a strong anniversary
reaction in many individuals. Other factors such as commemorative events and
media attention may also increase these reactions. However, not all children
will appear to be impacted. Some may not have been directly affected by the
events or may not be experiencing anniversary reactions. Although many children
appear to be back to normal, they still may be feeling sad, scared, anxious
or angry. They may also have symptoms of difficulties that neither they nor
the adults around them connect to their experiences of the anniversary.
During
such times of stress, memorialization can further the process of healing and
social-emotional learning for students. By planning and participating in a
memorial event, students can personally exercise some control over how they
will remember the tragedy. A memorial event not only should remember the losses
associated with September 11th, but also should highlight community unity
and foster a sense of hope for the future. But in order for the memorial events
to have true significance, children must be actively involved in the planning
process and the events should be relevant to their interests and developmental
needs. School staff should engage students in a discussion of what they think
would be a meaningful way to acknowledge the anniversary. The opportunity
to plan activities as a group allows children to explore how they are feeling
and to exchange suggestions about what might make them feel better. Adults
should avoid telling children what they should feel or how they should express
their feelings; they must try to listen and respect children’s different needs
and wishes.
Before
the initiation of planning process, teachers should notify families. Many
children will be more comfortable beginning the discussions of their feelings
related to the tragedy with their own families. This also provides an opportunity
for parents to bring their concerns or relevant family experiences, such as
personal losses, to the attention of the school. Children who have had personal
losses should be informed of what will be discussed within class and reassured
that no one will disclose their personal experiences. Teachers and parents
should establish a way for these children to communicate with them privately
and follow-up with them as the planning progresses.
Given
the broad impact of September 11th, teachers should attempt to coordinate
memorial planning and activities within their schools and communities. However,
too much attention to the anniversary can also cause problems. Parents should
be advised to limit the amount of time their children view television coverage–especially
graphic material of the events. Parents and teachers should work together
to ensure that children are not overwhelmed by the material related to the
anniversary.
These
are some initial points to consider in planning for the anniversary of September
11. The comprehensive set of guidelines and additional information is available
through the web sites for the Center for Social and Emotional Education (www.csee.net)
and the National Center for Children Exposed to Violence (www.nccev.org).#
Dr.
Jonathan Cohen is the President of Center for Social and Emotional Education
and Adjunct Associate Professor at Teachers College, Columbia University.
Dr. Steven Marans is the Director of the National Center for Children Exposed to Violence, Child Study Center, Yale University School of Medicine.