Lesson plan for teachers that can be followed when there is a need to discuss terror attack

Step I: Discussion with the students

The teacher provides an overview of the situation
 

1. The teacher describes what has happened. This includes only the information confirmed by official sources at the time — for example, the time, location, or reasons behind the attack, as well as information on perpetrators of the attack and an overview of the people injured and/or killed. While there is no need to be graphic about the violence and cruelty, it is essential to provide basic facts, such as “a bomb has exploded in a city called X”, “20 people were injured” etc.’
2. In case of terror attacks, creating a clear overview of the events takes time. While facts are being established, false information, speculations, or rumours mustn’t enter students’ framework of reference. Even if little is known, the teacher can still provide factual yet age-appropriate information, for example “We do not know for sure what happened/who did it/why they did it. All we know for sure is…”
3. It might be useful for a teacher to explain what are the trustworthy sources of information provided, for instance, “The government/the police/national news agency/broadcast informed that…” (PSHE Association 2016).
    

Speculations and rumours
 

1. When very little factual information is available, people might start to speculate and rumours might arise. While this is natural, the teacher still should explain the difference between factual information, speculations and rumours. Definitions of these terms are provided below:
   Factual information (or simply facts) is non-explanatory. Therefore, it is informative but needs in-depth background. In the case of a recent terror attack, very few facts from sources that can be trusted are available. More widespread rumours may include facts that are not verified or set in the wrong context. Facts set in the wrong context often are the basis of conspiracy theories.
   
   For example, ‘speculation means putting together lots of people’s ideas or experiences of an event and making a kind of guess about what happened. The people making those guesses do not have any more facts than we do, so their speculations might be wrong’, ‘Anyone can speculate on what happened, even if they were not there. You or your friends might have your speculations, but it does not mean that they are true’ or ‘A rumour is a story about an event that might not be true at all – each time someone repeats it, it changes a little bit, and you do not know which bits are true, which bits are based on truth, and which are made up. People might read rumours on social media and spread them among their friends. Rumours can spread and change this way very quickly. So it is crucial to think about or check whether something is a rumour before deciding to believe it or repeat it. Language: apparently…; I heard that…; my mum’s friend’s aunty says…; her dad said…; I read on Facebook’ (PSHE Association 2016).
    

Let students share their emotions
 

3. Students might experience an emotional rollercoaster: some will be very scared, while others could be supportive of the attack. Let them share their feelings. Help them by exploring: “How do they feel about what had happened?”, “Do we all feel the same, or do some of us feel different?”. Let them also analyse what affects their feelings, i.e. family, media, and values.
4. In case there is a student or students who are supportive of the attack, let them explain their ideas and talk to them in private. Try to understand where the ideas are coming from (parents, other friends, specific sources like online forums or multiplayer games). Try to establish what other ideas (narratives, motives) the students supporting the attacks share. To prevent violent extremism, it is important to use long-term approaches and initiatives, like the democratization of violent narratives that support de-humanization. In case the student seems to pose a threat to oneself and/or others, the teacher should contact school personnel, parents and local police.

5. Be aware that there might be cases where students cannot share their emotions or take part in the conversation. Therefore, they should not be compelled to be part of the discussion. If they need support, contact their guardian(s) and school’s psychologist for further assistance.
    

The reasoning behind such events
 

4. The exact causes for the acts discussed might not be available at the time. Nevertheless, if students are interested, the teacher can explain the reasons behind terror attacks in general. The teacher should not judge and speculate on the reasons behind the particular attack but discuss in an age-appropriate way more details about the general reasons behind such actions. For instance, let students know that such actions often have a political agenda: perpetrators try to change political order or bring attention to a political cause. A teacher can also talk about reasons why people turn to terrorism. For instance, perpetrators come from all sorts of backgrounds and might have unresolved traumas that make them vulnerable for recruiters and strong ideologies.
5. It might be necessary to emphasize that if the act was motivated by a particular interpretation of a religion or an ideology, it does not mean that such actions are automatically approved or supported by followers of that religion or ideology. Some members of those groups might support the attack, but their endorsement should not be extended to include everyone of that religion, ideology or nationality.
6. At the same time, the teacher should be clear about non-tolerance towards violence. The teacher should explain the reasons why in school and elsewhere violence is not tolerated. In case a student needs support from school (teacher, school psychologist or social worker) or local government (youth worker, social worker etc.), the teacher should provide all the necessary information.
    

Step II: Closing of the discussion
 

1. After the students are provided with facts and necessary context of the attack, have had a chance to express their emotions and discuss the role of violence in such actions and life in general, and if they do not need further support, it is time to close the discussion.
2. If students need further support, it is necessary to provide it by, for instance, organizing a meeting with school psychologist.
3. In case it is needed, a teacher can conduct a reflective exercise about the discussion that will help students close it. Breathing exercises or a moment of silence might also be useful.
    

Step III: Moving away from the discussion
 

1. Returning to every-day life after a terror attack might be difficult. Doing something with students might ease that transition. The type of the activity should reflect the traditions of the school and the needs of the students. Various activities can be integrated into teaching and learning processes, for example:
2. Create a concern box where students can leave messages about the topics and problems that bother them. Check the concern box regularly, for example, once a week or once a month.
3. A minute of silence or similar reflective time either for all students or just for a class at the same time during the day for a set period (this could correspond to nationally mandated mourning).
4. Lighting a candle after the discussion.
5. Playing gentle music or writing prayers/non-religious reflections for a school or a class remembrance book or for a school display.
6. Holding a fundraising event for a relevant charity (PSHE Association 2016).
    

These guidelines are a tool that can be used to when there is a need to discuss a terror attack with students in the upper secondary school. Their aim is to provide an overview of the situation while providing the students with a safe space to discuss their feelings and seek answers for their questions and dilemmas. Moreover, the guidelines if followed simultaneously provide a suitable environment to discuss differences between facts, opinions, and rumours, support dialogue, raise awareness of fake news and increase media literacy. Exercises for all of the above follow below. The lesson plan provided can be and should be adjusted so that the lessons corresponds to the class, taking into account readiness of the students to discuss such a delicate issue. The session can be closed with a moment of silence, writing to the victims or to the their loved ones, or discussing the ways the victims could be commemorated.