EDUCATION for citizenship was never more important. Young people deserve a comprehensible blend of knowledge, values and skills to help them manage the events in America and Afghanistan. Without that they, like us, are left floundering in the negativity of outrage, prejudice and despair.

Destroying thousands of lives is a crime against humanity and compassion shouldn’t be put on hold. But because of the welter of global suffering caused by natural disasters or political conflicts that has been brought by the media into our homes, society is described sometimes as experiencing compassion-fatigue. But genuine compassion extends involuntarily. As such, it reflects an abiding human characteristic to be cherished. Showing and affirming compassion is part of education for citizenship.

The day after the attacks in America, a guidance teacher told me of a 14-year-old boy who suddenly said in a personal and social education class:

“I could be called up and sent to fight. And then die.” She put the syllabus aside and helped the young people unpack their feelings. It was a courageous thing to do for, as adults we were ill-prepared, ill-informed and confused.

Although offering no solutions (how could she?), she offered them something very precious: validation of their feelings and permission to bring them to school. This was not only emotionally intelligent; it was the action of a caring citizen. Most of us, young and old, need three things to help us make sense of and contribute something to achieving a positive outcome to this disaster. First, we need chances to express how we feel. We want listeners who are interested, who empathise and who, if they challenge our views, will do so helpfully without undermining or humiliating us. We want to feel safe. Schools can provide this safety and help young people develop both a vocabulary of emotions and the skills to work through what might seem an insurmountable wave of confusion. Being able to name feelings, express them, listen to and empathise with others has never been more important to young citizens.

Second, we need chances to build our understanding of the situation from all available sources. Living in a media-rich society brings immediate images and analyses from those “on the ground” but rarely offers the whole story. None of us should pretend to know it all. At the same time, the situation offers a rich context for developing critical and analytical skills. Potentially, every classroom and department has something to offer.

Third, we need to explore our attitudes and beliefs, bringing them to bear on how we feel and what we understand. Many teachers might feel that this is the most ill-defined arena in which they are required to operate. Performance indicators on attitudes and values are sprinkled across cross-curricular documents, slosh around within personal and social education, religious and moral education, environmental studies or social subjects, crop up in English and are beginning to glow within the ethical questions posed by science and technology.

So just how does a teacher instil attitudes and beliefs which promote effective education for citizenship? Isn’t this social or political engineering? Yes it is, in a way. But we should not fear or apologise for working to promote a wholesome global community.

If, as a teacher, you are securing the widest range of knowledge for your learners and are mediating that knowledge in classrooms that permit safe and thoughtful discussion; and if you are encouraging learners to express their feelings and views, responding with open-ended questions and supportive statements, then you are contributing positively to the development of their attitudes and beliefs.

You demonstrate the importance of examining information critically, of ensuring learners understand what it represents, of inviting and accepting challenges and of admitting to areas of your own ignorance and readiness to seek further information. You recognise the importance of feelings and offer space to explore them. And you remember that pupils observe closely how you and your colleagues interact outwith the classroom.

Collectively, you are a powerful influence on the emerging generation of decision-makers in future times of crisis. Those of you offering strong role models will be remembered.

Helene Witcher is an educational adviser with Clackmannanshire Council.