One minute guide: Supporting establishments and children with the Israel-Hamas conflict

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Introduction

It is important that we have discussions with children regarding the escalation of the Israel-Hamas conflict.

We should be conscious that children will be exposed to potential propaganda and false news via social media, leading to confusion and emotional unease.

Having open discussions and providing education around this conflict will combat misinformation and protect children and staff, who may experience racism and prejudice

Ensuring staff are confident with the facts

The Education Week have created a video on ‘How to have difficult discussions with children’.  It highlights that as staff should ensure they have the correct information and consider their own potential biases, and identify those that might be affecting their setting and community.

Staff can do this by reading and watching the latest news from reliable organisations, and it is also useful to watch some of the video suggestions given later in this guide, including an Introduction to Israel and Palestine, to understand the history.

It is also crucial that staff and children develop the understanding that we mustn’t conflate/confuse religion with the politics of this conflict.

Preventing and managing incidents of racism and prejudice

It is important that your establishment has a clear process for preventing and managing incidents, including education, a restorative approach, reporting the incident to the Local Authority, and a review of current practice.

You can find support and guidance on managing incidents through our Bullying, prejudice, and racism incident (BPRI) resource.

Reporting to the Local Authority is simple and an effective way to access resources and support.

When managing an incident is it important that you:

  • Gain a full understanding of the incident.
  • Offer support, such as counselling or a quiet space for any victim and check on them over the next few weeks.
  • Provide education as soon as possible to an assailant, as this has the most impact. We have examples of this on our Good practice
  • Discuss the incident with the child’s parents/guardians and ensure they know who they can speak to for support also.

Curriculum

It is vital that establishments include discussions within their curriculums regarding the conflict, where appropriate.  You can do this by providing opportunities in classrooms for open dialogues:

  • Establish the facts by pointing children towards “trusted, reputable sources that explain the what, where, when, why and who”. It encourages teachers to challenge incorrect information when they see it and to present evidence for facts and get children to do the same.
  • Explore a range of diverse perspectives by considering the different voices within the classroom, showing solidarity with potentially marginalised voices and views and make sure it’s not left to a child to stand up for a particular minority viewpoint alone.
  • Be comfortable without an answer for everything – and help your children feel comfortable with that too – by being clear that in many circumstances there is no one ‘right’ answer.
  • Encourage children to debate ideas by facilitating discussion and helping children know that debate can happen without it becoming personal – by, for example, encouraging children to say they disagree with someone’s idea, rather than with the person.

Source: Educationhub.gov.uk

Useful resources

Understanding Antisemitism

‘The hostility toward or discrimination against Jews as a religious or racial group.’

Source: Britannica

Last academic year 60% of religious prejudice incidents in schools/settings that were reported to the Local Authority had elements of Antisemitism.  As educators we should explore this within our establishments to educate our children and set clear expectations of what is acceptable.

Useful resources

Understanding Islamophobia

‘Islamophobia is any distinction, exclusion, or restriction towards, or preference against, Muslims (or those perceived to be Muslims) that has the purpose or effect of nullifying or impairing the  recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life’

Muslim women are often the main victims of Islamophobia, with 61% of incidents reported nationally targeting women.

Source: Newcastle University, Understanding Islamophobia

Islamophobia A decade of anti-Muslim hate

Image of a tree showing branches above ground and a more far reaching root structure below ground. Hate crime what people see and don't see.
Courtesy of IAM

It’s Islamophobia awareness month this November, which is a crucial month considering the conflict.  The campaign has created a free resource pack for establishments that contains suggestions, advice, facts, including:

All are suitable with differentiation for EYS and beyond. Further resources can be found on our Cultural exchange website.

Useful websites and contacts


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