by Thad Falkner, Head of School

As adults, we remember the sorrow and other deep emotions felt from the terrorist attacks that occurred on September 11, 2001.  With Saturday marking 20 years since this tragedy, part of our attention is with reflection.  Being parents, our attention probably also is with asking ourselves, how -or even if- we should talk to our children about 9/11.  

Keeping in mind the span of developmental stages from PK to 6th grade, I’ll organize my advice based on departments of the school.  

• Early Childhood (PK, JK, SK)-  This is an age when some parents might take a wait and see approach, meaning they do not initiate the conversation, but would respond if the subject comes up.  There also are many circumstances when a family would choose to introduce this topic to their child.  It is absolutely fine for parents to choose either path.  

If you introduce this topic or find yourself in a position to respond because your child asks a question, experts suggest using brief statements- “September 11th is the same date that a tragedy happened, and it makes people sad to think about it.”  For many children, this is enough information.  If the discussion goes further, you might want to share that there were many heroes who helped and lots of people did things to support others.  Keep in mind that young children may or may not show emotions that we normally attach to the subject (i.e. being solemn).  

• Primary Grades (1st, 2nd, 3rd)-  Students at this age can be very curious about important historical events.  However, they do not necessarily see the big picture (like lasting repercussions).  Rather, they might focus on the facts and statistics.  Good questions you can ask are- “What do you know about 9/11?” and “What more do you want to learn?”  Students this age also appreciate hearing what people did to help or what is done to recognize this important event.  They probably would show high interest by hearing about heroic acts on that day and understanding that things are done in memory, like Flags of Valor at Art Hill or knowing there is a memorial at Ground Zero.  

 

• Upper Grades (4th, 5th, 6th)-  It is common that adolescence brings heightened attention to the deeper meaning of events- Why did this happen?  Was help given to children and families of those who died?  Students at this age also are more apt to participate in discussion and, at times, share differing views about things like how to prevent terrorism.  They also appreciate hearing more about lesser known efforts, like how numerous boats mobilized together to evacuate people as well as how rescue and support dogs were part of the recovery efforts at Ground Zero.  Finally, they might want to do something to show their respect.   

While the developmental age of your child comes into play, there are a couple points which ring true for all ages.  Be an active listener; you’ll glean a lot about how much to discuss by following your child’s lead.  I’ll end with this important point, all children benefit from the reassurance of hearing that they are safe.

Additional resources:

• Talking to Children about Terrorism, an article from the 9/11 Memorial and Museum 
• How to Talk about 9/11 with your Kids, an article from Parents magazine
• 9/11 Day, a website that offers a platform to share good deeds done toward the effort- Shine a Light. Do a good deed.
• Flags of Valor StL, a website giving information related to the display in Forest Park on Art Hill

by Andrea Ruth, Assistant Head of School

​At Wilson, it always starts with our mission. This is especially true in our work with diversity because we want our students to have a respect for and value of differences in people and points of view. Diversity exists in the languages we speak, the colors of our skin, our gender and age, the traditions we observe, the structures of our families, the financial and educational resources in our families, and the special talents and needs we may have. We believe our heritage, beliefs, and choices of expression help to define us as individuals and that our commitment to learning about one another and the larger world unites us as a community. One of our methods is to honor commemorative months in our program.  We also have the goal of communicating such activities to our families.
 
With all grades (in person for PK-1st, and via recorded virtual sessions for all other grades), the meaning and importance of Hispanic Heritage Month were shared during library classes, using a world map with younger grades to help them visualize where we live and where Spanish-speaking countries are located.  Immigrants and immigrant communities and the value they bring to the US and our art and culture were discussed.
 
A variety of literature was shared with students: 

• My Papi has a Motorcycle (PK, SK, 1st) - Students completed a corresponding drawing activity to reinforce ideas raised in the book.

• Alma and How She Got Her Name (JK, 2nd, 3rd) - The importance of names were discussed and students shared with their peers about their own names.
• Marisol McDonald Doesn't Match (SK) - They listened to a reading of the story in both English and Spanish.
• “Imagine” (SK) - The poem was read by the author, the first Mexican American Poet Laureate, Juan Felipe Herrera.
• Tia Isa Wants a Car by Meg Medina and Abuells, Two Bright Minds by Juana Medina (3rd)
• First Chapter Read Aloud of Merci Saurez Changes Gears (2018 Newbery winner!) for 4th-6th, posted on self-paced Pear Deck so they can view it at their convenience.
• Gustavo, the Shy Ghost by Favia Drago (PK-1st) -  In art class, students watched a video of the author and illustrator who is heavily influenced by Hispanic culture and Day of the Dead. Students worked with oil pastels on black paper to create a scene from the book that inspired them.

• Sunday Story of Islandborn, a story written by a Dominican-American author about an immigrant's experience in a new country.
• Teachers added books by Hispanic authors to their Epic book assignments for students.
• A slide show for the library TV was created and displayed throughout the month, highlighting Mexico and Hispanic American authors and their books.

 
Additionally, SK looked at Hispanic countries and their flags on a world map and then replicated flags of these countries. First and third grades learned about the Mexican holiday, El Dia de Los Muertos, discussing how the holiday focuses on the importance of heritage, culture, and remembrance and honoring of loved ones who have passed on. Different foods, celebrations, costumes, and music were explored. Fifth and sixth grades watched a Lincoln Center concert of the Villalobos Brothers. Finally, a banner was created and displayed in front of the school. The Wilson School is proud to celebrate National Hispanic Heritage Month!

by Thad Falkner, Head of School

by Thad Falkner, Head of School

At Wilson, we strive to make our school motto, Make Your Mark A Good One (MYMAGO), a way of life.  Each year we choose one of our nine MYMAGO themes to focus on as a community, and this year’s is Being Courageous.  Courage is not the absence of fear but rather the willingness to act in spite of our fear.  So why and how do we equip our children to be courageous?

The “why” of equipping students to be courageous may seem obvious; the people we admire most and who have changed our world for the better are very often characterized by courage.  We want our kids to stand up for what they believe, even when that seems daunting.  However, being courageous isn’t just for those big moments.  Courage is also integral to making the day-to-day decisions and taking the risks necessary to grow in all aspects of life, including social and academic.  When we give students the opportunity to try (and, importantly, fail at) things that seem frightening, they develop resilience and confidence.

So, how do we do this at Wilson?  There are too many ways to name them all, but following are a few that come to mind:  

• We share stories of people from all around the world who have demonstrated courage, whether it’s through our social studies curriculum or books in our amazing library.  Even our youngest children can be inspired to think how they might act courageously, just like a favorite book character or historical figure.
• Children at Wilson also have the benefit of regularly taking risks in a safe environment, such as speaking in front of the school at an assembly or being stretched in math class.  Because our teachers know and support their students, students are empowered to step out of their comfort zones and grow.
• Our focus on social-emotional growth also emphasizes the importance of developing courage for difficult conversations and situations.  Through teaching, modeling, and daily experience, Wilson kids grow in their ability to handle challenges and conflicts productively.

Make Your Mark A Good One by Being Courageous can be something kids practice at home, too.  Children often assume that adults don’t get scared like they do, or that acting in the face of difficulty is easier when you’re older.  You can share with them developmentally appropriate examples of when you had to be courageous.  You can also recognize and praise progress as they work to be courageous, whether it’s in learning to ride a bike, read a book aloud, or initiate a conversation with a new friend.

I’m looking forward to growing in courage with the Wilson community this year!

For further reading:

• Why Courage Is More Important Than Confidence
• How to Define Courage for Students
• How to Teach, Model, and Foster Courage in the Classroom

by Megan Philip, Admissions and Communications Associate