Israel, 9/4/26, Second round Iran War
And here we are, returning to our educational settings.
In many cases, school leaders receive information late—and consequently, so do their teams. On the one hand, we understand that this is often how sudden “back to routine” moments unfold. On the other hand, it is unreasonable that such uncertainty persists. How is there no organizing framework, familiar to everyone in advance?
With almost no transition time—the kind all of us need: parents, children, and staff alike—to sleep, breathe, do something enjoyable at the end of what was officially a “Passover break” but in reality a period of war, and prepare for the return of the most important system we have.
To support a high-quality return to routine within educational spaces, we must apply the principles of trauma-informed education.
These principles matter in every educational setting—this is a well-established field internationally—but in our context, given the shortage of therapeutic and support professionals, they are essential.
Core Principles for Returning to School After Crisis
Time – transitions should be clear, but must allow room to breathe
Autonomy – educational settings need flexibility to adapt to their communities
Connection – relationships come before curriculum
Transparency – students, staff, and parents need clarity
Order and Routine – structure restores a sense of safety
At the Staff Level
Leadership teams should conduct personal check-ins with staff before reopening, identifying emotional or logistical barriers and recognizing that supporting staff readiness is our responsibility.
A staff preparation meeting should include:
How the first days will be structured
Guidance on how to speak with children and adolescents about what has happened
Building a transition narrative that supports a healthy return to learning and functioning
Staff should also receive space for decompression. Even shortening the learning day slightly to allow this may be worthwhile.
Staff well-being sustains the school.
Professional support during the first weeks can help create:
Practical guidance for educators
Attention to vulnerable students
A clear and unified school-wide language
At the Parent Level
Parents need clear communication:
What the coming days will look like
Why the return may be gradual rather than immediate
What challenges the school anticipates
Homeroom teachers should personally reconnect with families and invite updates if children need additional support or time before returning.
In some communities, a parent Zoom conversation may be valuable—acknowledging that “returning to normal” may look simple externally, while in reality it contains accumulated fear, adjustment difficulties, and the need for shared communal understanding.
At the Student Level
Students should receive communication before returning:
When they are meeting
What the first day will include
What to bring
An invitation to share what they may need
The first days should be intentionally structured around:
Emotional check-ins
Guided discussion about returning to routine
Collaborative planning for the coming days
Explicit conversation about the learning process ahead
Movement and music should be integrated intentionally; both reduce stress and improve attention, calm, and motivation.
Academic learning should resume gradually, beginning with shorter lessons and increasing toward full schedule over time.
Students should also be invited to reflect on remote learning:
What worked?
What failed?
What tools do they need to strengthen?
This is not only preparation for future emergencies, but for stronger independent learning overall.
Education Must Also Engage Reality
From approximately Grade 5 onward—or at least from middle school through Grade 12—we should connect current events to educational language and critical inquiry.
Whether through civics, geography, history, international relations, or facilitated values-based discussion, students deserve frameworks for understanding the world they are living in.
This includes concepts such as:
International relations
Territorial waters
Ceasefire agreements
Political interests
Power dynamics
And equally, thoughtful discussion of the dilemmas raised by prolonged conflict and its effects on civilian life.
Returning to school is not merely logistical.
It is pedagogical, emotional, communal, and ethical.
If we want schools to hold children well after crisis, we must design re-entry with the same care with which we design learning itself.
Available for questions.
About Me
I am an educator, school principal, and activist in the fields of education and society.
I specialize in emergency contexts, with international experience in establishing educational spaces during disasters, building communities, training teams, and developing psychosocial support systems.
