By Charles Sosnik
Not so common wisdom from the cheap seats
Ev’rybody’s talking about
Bagism, Shagism, Dragism, Madism, Ragism, Tagism
This-ism, that-ism
–John Winston Lennon
Many wise people I respect often say: never let a good crisis go to waste. With recent events in Afghanistan on people’s minds, this moment can and should become a meaningful teaching opportunity in our classrooms.
Before we dive into content, take a breath and consider the faces you will show your returning students. Time is experienced differently at different ages. For a teacher in their sixties, a year-and-a-half might feel like a blink. For a child of six, that same span can be a third of their life. That difference matters in how students feel about coming back to school after a long absence.
Many students have spent as much time away from school as they did in it; for those children, the return may be unsettling. Expect uncertainty, anxiety and a need to readjust. Move slowly, offer reassurance, and recognize that many routines, social norms and classroom habits may feel new again.
Turning to Afghanistan: the withdrawal and its complications will raise questions. How should educators respond? Tailor your answers to age and developmental level, stick closely to verifiable facts, and whenever possible place events in historical context. Remind students that foreign policy and military engagement are complex and often involve difficult trade-offs. If children are old enough, ask what they already know and where they are getting their information.
Encourage students to think broadly: do they know of other countries where our nation has troops stationed? Why do nations have forces abroad? Do they have family members in the military? Use these questions to guide a calm, fact-based conversation rather than offering partisan commentary. Discussions about politics are appropriate among adults, but when talking with students it’s important to avoid disparaging military families, first responders, or the armed forces—some students may be directly affected.
Keep the tone measured and, where appropriate, constructive. Emphasize support for students’ feelings and for the people who serve, or shift the focus toward historical or civic lessons. A positive, informative approach helps students process their emotions and builds resilience.
We have seen political conversations grow more heated over time. I remember a different style of public debate from my youth—heated but often conducted with mutual respect. That contrast suggests we might be doing a poorer job teaching civic engagement than previous generations did.
Civics education matters. Ask your students who “the government” is—do they recognize that we, the people, are central to representative government? Do they understand how laws are proposed, debated and enacted? Helping students see themselves as participants in civic life—able to speak, vote, and organize—strengthens both their knowledge and their confidence.
Don’t limit classroom conversations to problems and conflicts. Teach about rights, responsibilities and the institutions that protect them. Remember that defining citizens’ rights in writing was a novel idea historically, and that documents and civic structures were deliberate creations meant to secure liberty and a higher quality of life.
Highlight the positives alongside the challenges. When people march in the streets or speak out about issues, use that as a teaching moment to explain how those actions relate to civic rights and civic duties. Point out that free speech, assembly and the ability to petition government are part of our shared civic heritage.
September 17, 1787—the signing of the Constitution—remains a powerful example of how citizens and leaders created frameworks to protect liberty and promote civic life. Use such historical milestones to anchor discussions about current events and to help students see continuity between past and present.
In short: when current events like the situation in Afghanistan touch your classroom, use them to teach—gently, factually and with civic context. Calm guidance, a focus on facts, and an emphasis on civic responsibility will help students make sense of complex events and understand their role in a democratic society. That, truly, is a teaching moment.
About the author
Charles Sosnik is an education journalist and editor who serves as Editor in Chief at the Learning Counsel. An EP3 Education Fellow, he draws on deep connections in the education community to provide context and insight into the education narrative. Charles frequently writes and columns for major education publications and brings a practical, experienced perspective to issues of school leadership, civics education and classroom practice. Unabashedly Southern, he often jokes that he is an editor by trade and Southern by the Grace of God.