School Social Work and Children's Fears: Supporting Greek Children Amidst War News from Iran

Abstract

Children’s emotional responses to geopolitical instability are shaped by developmental stage, environmental stressors, and the sociocultural context in which they interpret global events. Exposure to conflict related information—particularly through digital media—can heighten fear, anticipatory anxiety, and perceptions of threat even in the absence of direct danger. These reactions often manifest as emotional dysregulation, concentration difficulties, sleep disturbances, and changes in social or academic functioning. Younger children may display regressive behaviors, while adolescents tend to exhibit more complex cognitive and affective responses, including rumination and withdrawal.
Within this landscape, School Social Work constitutes a critical support mechanism. Through systematic assessment, early identification, and targeted psychosocial intervention, School Social Workers help maintain emotional safety and promote adaptive coping. Trauma informed practices, media literacy education, and family engagement are essential components of an effective response. A coordinated, school based approach is necessary to mitigate anxiety and strengthen resilience during periods of geopolitical tension.