One eye on facts, one on sources.

When the classroom feels heavy because of bad news, rumors, or things that make kids worry, teachers can offer both comfort and a practical skill: how to look carefully at what’s true and where information comes from. Children don’t need complicated lessons to feel steadier—just a few simple phrases and a bit of practice to help them sort feelings from facts and trustworthy sources from shaky ones. Saying short, clear lines aloud gives them a pause button; checking a source gives them a map. Together these habits build calm and confidence.

One eye on facts, one on sources. That short idea—teach it as a steady rule of thumb. Facts are what we can check: dates, names, quotes, things that other reliable people or places say the same way. Sources are who told us or where we found the facts: a teacher, a news website, a message from a friend. When children learn to ask both questions, they learn to slow down before panic spreads.

Here are a few simple phrases you can teach and practice with students: - “Tell me what you know for sure.”
- “Who told you that?”
- “Let’s check one trusted place together.”
- “It could be different—let’s look.”
- “I feel worried; I’ll take a deep breath and ask an adult.”
- “One step at a time.”

Use those phrases out loud in class so they become habits. Role-play can be quick and fun: one child says something worrying, another asks “Who told you?” and then they pretend to look it up together. Build a classroom routine: when news comes up, stop, breathe, and follow three steps—notice feelings, say a fact-check phrase, find a reliable source (like a teacher, a parent, or a known news site). Keep the language simple and consistent so every child can use it independently.

It also helps to teach children what makes a source trustworthy in kid-sized words: does the place usually tell the truth? Do more than one trusted places say the same thing? Is the source close to the event (someone who was there) or just repeating what someone else said? Remind them that social messages from friends or funny pictures online are often opinion or confusion, not facts. Encourage them to come to you or another adult when they are unsure—part of learning about sources is practicing asking for help.

These tools don’t fix everything and they don’t replace emotional support—kids still need adults who listen, stay calm, and help them process feelings. But pairing a calming phrase with a quick check of where information came from gives children power: they can slow the swirling thoughts, find solid information, and feel safer. As teachers, we can model both the words and the practice, so students leave the classroom knowing one eye on facts, one on sources, and two hands ready to ask for help when they need it.