Talking About the News—Again
Helping Children Feel Grounded in a Complicated World
In the past few years, it’s felt at times like one crisis rolls into the next. From the murder of George Floyd and the conversations about racial justice that followed, to a global pandemic, the war in Gaza, wildfires here in California, and now, renewed protests in response to immigration raids and the presence of federal agents—families have been navigating a constant stream of complex, emotional headlines.
These aren’t just stories on the news. They’re emotional undercurrents that shape our daily lives. They affect the way we move through the world, the questions our children ask, and the conversations we may or may not feel ready to have. And once again, we’re reminded: children are always watching, listening, and learning—not just about events, but about how to respond to them.
We believe moments like these offer a powerful opportunity—not to explain everything, but to affirm the values we want to pass on: empathy, fairness, and dignity for all people. You might choose to talk about immigration because your child overheard something—or because, as a family, you want to raise children who care about others, even when they aren’t directly affected.
It’s also okay if your family—or those around you—hold different views on immigration. These issues are complex, and people of goodwill may come to different conclusions. What matters most in our school community is how we talk about those differences: with respect for one another, a willingness to listen, and a shared commitment to the humanity of every person.
That’s why it helps to start not with perfect answers, but with presence. Children pick up on mood and meaning long before they understand the full context. They may overhear something on the radio, or notice the helicopters circling—like many of us did this past weekend. When they’re left to fill in the blanks, their imaginations can sometimes amplify worry or confusion.
What they need most is your calm, your honesty, and a way to make meaning out of what they see.
This article includes:
🔹 Ways to talk about immigration and fairness proactively
🔹 Tips if your child seems anxious or has overheard something
🔹 A list of recommended books to explore through story
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Even if your child hasn’t brought up immigration or recent events, it’s okay—and often helpful—to start the conversation yourself. It’s a way to get ahead of what they may have heard or might be feeling, and it can provide a unique opportunity to help children understand your family values. You don’t have to have all the answers. Just creating space for honest, age-appropriate dialogue helps children feel safe and supported.
Here are some entry points to the conversation, depending on your child’s age:
Preschool (3–5 years): Keep the language simple and grounded in empathy.
“Some people move to a new place to be safe.”
“Some families come here because things were too hard where they lived.”
Kindergarten and 1st Grade: Begin to gently introduce the idea that people move for different reasons, even without the right paperwork.
“Some people come here without papers. That doesn’t make them bad. Sometimes they were trying to get away from danger, or find a job to take care of their kids.”
“There are rules about how people can come to the U.S., but sometimes it’s not safe to wait. That makes things really complicated—because our country also wants to follow the rules and make sure people come through the right process.”
Upper Elementary (2nd–5th Grade): Children can understand the difference between legal and undocumented immigration and begin using terms like “undocumented” and “push and pull factors.”
“Some people come to the U.S. without going through the legal immigration process.”
“They might be escaping war, poverty, or danger—or just trying to build a better life.”
Use people-first language.
Instead of using labels like “illegals” or “illegal immigrants”, we encourage language that puts the person first. That might sound like:
• “People who are undocumented”
• “People who crossed the border without papers”
• “People who immigrated without going through the legal process”
• “People who were seeking safety or opportunity for their family”
At school, we teach this lens not only when we talk about immigration, but as part of how we approach all of history. We help students understand that every event involves real people—each with a story, a set of circumstances, and a point of view. We talk about push and pull factors to help children understand why people migrate, but we also use people-first language to build empathy, challenge stereotypes, and stay grounded in our values. It’s one of the many ways we support children in becoming thoughtful, compassionate citizens.
Here is some further perspective on person-first language—it can be a powerful lesson for children in itself. How we talk about people shapes how we treat them. And again, we acknowledge that these conversations are often rooted in care for others—but also influenced by each family’s lived experience and core values. That’s okay. There’s no one “right” script. What matters most is that children learn to think deeply, ask questions, and treat others with dignity.
(You can read more about person-first language in this article.)
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Kids don’t always say what they’ve heard—they show us. Anxieties may surface through clinginess, disrupted sleep, or repeated questions. When this happens, your presence and calm are more important than perfect answers.
Ask gently what they know:
“Did you hear something today that didn’t make sense to you?”
“What have you heard about that?”
Keep your explanations short and clear:
“Some families are being told they have to leave where they live. It’s hard, and people have a lot of feelings about it.”
Reassure and ground them:
“You’re safe. This isn’t something that affects our family directly. You are surrounded by people who care about you.”
Name your values:
“Even though this isn’t happening to us, it’s important to care about others—especially when they’re going through something hard.”
Model calm—even if you’re upset:
Children take emotional cues from us. When they see us staying grounded, they learn to do the same. -
Including stories about family separation due to immigration status
Preschool (Ages 2–4)
These books focus on emotions, kindness, and simple stories about adjusting to change or seeing others with compassion.
All Are Welcome – Alexandra Penfold
Celebrates community and belonging in a vibrant, diverse school. Helps affirm inclusion early.Wishes – Muon Van
A poetic story of a family’s nighttime departure from home. Accessible entry into the refugee experience.A Chair for My Mother – Vera B. Williams
A story of family rebuilding after hardship. Centers resilience and community.What Is a Refugee? – Elise Gravel
Simple, direct explanations of what it means to be a refugee. Helpful for young, curious minds.Sugar in Milk – Thrity Umrigar
Blends a modern immigration story with a Persian folktale. Encourages welcome and generosity.Coquí in the City – Nomar Perez
A child adjusts to life in the U.S. after leaving Puerto Rico. Gentle take on relocation and new beginnings.From North to South / Del Norte al Sur – René Colato Laínez
A young boy visits his mother in a detention center. Offers a clear but tender introduction to family separation.
Kindergarten–1st Grade
Books for this age layer in more social context and emotional nuance while still using simple, accessible language.
The Name Jar – Yangsook Choi
A Korean girl considers changing her name to fit in. Sparks conversation about identity and pride.Dreamers – Yuyi Morales
A poetic immigration memoir centered on books, courage, and transformation. Celebrates the immigrant spirit.My Two Blankets – Irena Kobald
A metaphor for adjusting to a new language and culture. Empowers children to embrace difference.Lubna and Pebble – Wendy Meddour
A refugee child copes with change by forming new bonds. Evokes empathy and quiet strength.To the Other Side – Erika Meza
Told entirely in images, two children cross a desert and border. Deeply moving, with space for interpretation.A Different Pond – Bao Phi
A father and son share a quiet morning before work and school. Weaves in immigrant experience and dignity.Mango Moon – Diane de Anda
After a father is deported, a girl misses him deeply. Offers emotional insight into life after family separation.
Upper Elementary (2nd–5th Grade)
These books allow for deeper exploration of displacement, courage, and identity, often based on real-world stories or lived experiences.
Inside Out & Back Again – Thanhhà Lai
A girl flees Vietnam and adjusts to life in Alabama. Told in lyrical verse.Refugee – Alan Gratz
Three interconnected refugee stories from different time periods. Action-driven and emotionally impactful.When Stars Are Scattered – Victoria Jamieson & Omar Mohamed
A memoir about growing up in a refugee camp. Insightful and hopeful.Front Desk – Kelly Yang
A Chinese American girl runs a motel and helps other immigrants. Accessible, funny, and powerful.Other Words for Home – Jasmine Warga
A girl relocates from Syria and finds her voice in a new country. Uplifting, lyrical, and timely.Mama’s Nightingale – Edwidge Danticat
A girl writes stories to cope with her mother’s detention. Beautifully captures the healing power of storytelling.Azzi in Between – Sarah Garland
A young refugee adjusts to school and life in a new country. Great entry into understanding transition and safety.
💕 Final Thought
These aren’t one-time talks. Moments like this are part of a larger pattern—of parenting, teaching, and leading through uncertain times. And while the headlines may change, the heart of the work stays the same: helping children feel secure, think deeply, and grow into people who care about others.
When we model how to stay calm and grounded—whether by pausing to take a breath, going for a walk, or simply naming our emotions—we give children tools they can carry for life. (There’s compelling research on the power of naming feelings—not just for children, but for adults too—as a way to build emotional awareness and resilience.) In doing so, we show them what it looks like to care for others and themselves.
