Public school teachers nationwide need to look for signs of apprehension in their students as the first-year anniversary of 9-11 approaches, says a West Virginia University professor who is an expert in the effects of televised war on children.


“Teachers should expect that many students may re-experience fear as the first-year anniversary of the tragedy approaches and be prepared to readjust their classes again,”said Joy Faini-Saab, a WVU professor of educational theory and practice in the College of Human Resources and Education.


Dr. Faini-Saab has been researching the effects of televised war on children since the Persian Gulf War 10 years ago.


“It is so important, especially with the anniversary coming up, that we not forget that during this past year, our children have had a major life experience from which to see the world,”she said.”Teachers should spend time, or plan activities, around processing that fear.”Throughout the last year, she has held educational sessions for West Virginia public school teachers, teaching them productive ways to identify and manage their studentsstress.


“Children can be significantly affected by watching televised national disasters, such as last years horrific World Trade Center scenes,”Faini-Saab said.


“Many teachers incorrectly assume that young people dont experience a feeling of being threatened when they see a national tragedy through the media,”she said.”Televised terrorism or war may be somewhat sanitized �€compared to what children in other countries experience �€but it has a definite impact on their overall sense of safety and expectations that the world is a safe place.”


Teachers, Saab said, need to be cognizant that it isnt”business as usual”following a national tragedy, such as Sept. 11.


“We cannot expect students to come to class and go about their normal routine as if nothing has changed in the world,”she said.”For most, everything has changed.”


She suggests that as the first-year anniversary approaches that teachers temporarily retool their classes and allow time for students to process violent events and to ask questions.


“Teachers also have activities to prompt sharing too, in more internal ways, such as drawing or writing exercises,”Saab said.”The most important element, though, is that they be allowed to express their anxiety. They need to have their fears respected, and they also need to be reassured that they are safe.”


Once a sense of security has been reestablished, teachers can return to teaching their regular curriculum, she explained.


Saab will present her findings in the national professional journal, the Association for Childhood Education International . She also will make a presentation at its upcoming conference.