Teaching English in Sensitive Times

By Farnaz Memari

We are living in a very critical and awkward time in the world, yet we are still required to continue our daily and routine tasks as if everything is fine and under control. One of the most challenging tasks is to educate children of different ages. Many of us, including myself, have experienced being students during wartime, unrest, ethnic conflict, or natural disasters, when schooling was expected to continue as usual. As a student, I experienced a mix of excitement, fear, sadness, and insecurity. Learning under such conditions, without a regular classroom, through TV, online, in shelters, in camps, or in other unsuitable spaces, was filled with challenges that made education far more difficult.

In this article, I would like to share some thoughts on teaching considerations that I hope may be useful for teachers working in such contexts.

Soft Skills Ideas

a) Awareness of the Situation

Being aware of our surroundings and the basic profiles of our learners helps build rapport and empathy. Teaching in multicultural communities where children come from different nationalities requires high emotional intelligence (EQ), strong soft skills, and sensitivity. Talking too much, or not at all, about the situation may make children uneasy, leading them to withdraw, disengage, or even feel guilty about things they cannot control.

b) The Role of EQ

Recognizing the pains and fears that learners are experiencing can help them feel safer in class and more willing to open up. For many, an English class may serve as an escape from the constant tension at home, where they are exposed to negative and frightening news. Some may have to sacrifice their childhood activities due to unsafe environments.

Therefore, attending a class – especially a language class – can distract them, give them a sense of belonging to a community, and allow them to experience teamwork, healthy competition, and peer learning. Offering empathy, fairness (regardless of personal beliefs), emotional scaffolding, and genuine care can help students feel at ease and enjoy the short but valuable time they have in a safe community space.

c) Gender, Ethnic, and Cultural Awareness

Whether the crisis originates inside a country or is imposed from outside, religion and culture often play a significant role in education during that crisis. As teachers, we may find ourselves working in contexts very different from our own due to opportunities abroad or for personal reasons. It is essential to read about, consult on, and understand the dos and don’ts of the teaching environment to avoid awkward situations. Keeping the classroom atmosphere neutral and avoiding provocative or sensitive topics helps learners feel respected, comfortable, and equally valued, leading to better engagement and learning.

d) Use of Local Language, Local Terms, or Humour

Learners come to class to learn English, that is clear, but using local words or culturally familiar phrases at times can build rapport and show awareness of their context. In my own experience in Arab contexts, saying “Insha’Allah” (God willing) at the right moment, or in Türkiye saying “Günaydın” (Hello) during the 2016 coup attempt, or in my own country using a humorous local expression about survival, these small gestures helped break tense moments, foster connection, and ease the classroom atmosphere. Of course, teachers should only use local expressions that they are familiar with and comfortable using.

e) The Practice of Mindfulness

Recently, I started including a two-minute yoga breathing exercise with my very young learners, and it has made my classes more enjoyable, calm, and fun. As soon as we enter the classroom, my five-year-old students put their fingers together and close their eyes, ready for breathing practice. I also introduced this to older learners, who responded positively.

During the COVID-19 lockdowns, I dedicated 15 minutes of each session to mindfulness and ended with five minutes of meditation. Regardless of age, my learners appreciated this break from stress. In difficult contexts, simple mindfulness activities can bring peace of mind, help learners feel understood, and ultimately enhance learning and trust.

Pedagogical Ideas

a) Routines

Routines help children predict the stages of the lesson and reduce unpredictability. Keeping greetings, class rules, and farewells consistent provides a sense of safety and stability.

b) The Magic of Storytelling

Stories about children who face similar difficulties but find happy endings can give hope and encourage engagement. Sharing positive memories or improvising uplifting scenarios builds trust between teacher and students. If possible, adding soft background music can also reduce stress and create a calm atmosphere.

c) Making Use of Limited Resources

In critical situations, training and materials are often among the first things to be neglected or become limited in access. Sharing books, working with limited stationery, or designing tasks without much equipment are common challenges. The principle of “sharing is caring” can help. Teachers can design tasks that encourage kinesthetic responses, project-based learning (PBL), teamwork, or even play-based learning with songs and games. These approaches not only make learning possible with limited resources but also create joy and distraction from difficult realities.

d) Formative and Portfolio Assessment

In stressful times, summative exams can add unnecessary pressure. Instead, formative assessments help track growth without causing anxiety. Portfolio assessments, though more demanding for teachers, allow learners to show progress gradually throughout a semester. This reduces stress and can result in more genuine learning.

Dos and Don’ts

Here are some things that I recommend all teachers should do:

• Treat learners equally and with care.
• Use humour appropriately.
• Incorporate funny videos or animations to bring joy.
• Adapt lesson plans to the current situation.
• Ask learners how they feel and give them space to share if they wish.
• Include kinesthetic activities to help release emotions.
• Be patient and understanding.
• Familiarise yourself with the basic principles of psychology for Very Young Learners, Young Learners and Teens.

There are, however, some approaches that teachers sometimes adopt that might have a negative effect on students in sensitive times. Among these don’ts, I would include the following:

• Don’t push learners to answer questions when they are reluctant or uncertain since this may hurt their confidence or cause embarrassment.
• Don’t overcomplicate the target language, instead simplify the lesson as much as possible to avoid adding unnecessary frustration or a sense of failure.
• Don’t allow personal beliefs to interfere with fair teaching. From my own experience, teachers who let prejudice affect their teaching created lasting negative memories and even made me dislike studying for a time.
• Don’t underestimate learners’ trauma, fears, and pain. Some traumas may cause temporary memory loss or situational stuttering, requiring careful and empathetic support and scaffolding.
• Don’t push students to reveal trauma; without professional guidance, this may unintentionally harm their mental health despite the teacher’s good intentions.
• Don’t overlook quiet or introverted learners, especially in difficult contexts. They may have been overlooked in large families or affected by critical situations at home. Paying attentive and caring attention can help them feel seen, motivated, and more engaged in class.

Conclusion

Even though many of us teach English as an extracurricular subject in private academies or after-school programs—contexts that may appear “luxurious”—not all learners are in a good emotional state. In many parts of the world today, education is a major concern for young learners living under very difficult circumstances.

As teachers, we can help them feel at ease, distract them from trauma, and motivate them to learn.

More importantly, we can provide a sense of safety, care, and humanity. After three decades, I still remember my third-grade teacher during wartime, who checked on each of us every morning to see if our families were safe. Without a doubt, her compassion was one of the big motivations behind this article—especially in today’s unpredictable world.

Author Biography