The Impact of News Exposure in Childhood: The Risk of Trauma

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It’s no secret that news has become more accessible than ever, with a plethora of content flooding our screens and newsfeeds. Unfortunately, this has the potential to be a double-edged sword. Our children are exposed to world events, cultural pressures, and divisive stories at an unprecedented rate, leading to an increased risk of trauma. Understanding how the news can affect our children and taking active steps to protect them is paramount to their wellbeing. With this in mind, Stephanie Mace, Brodi Killen, and Samantha Pearce, Psychologists and Directors of With You Allied Health, discuss the risk of trauma in children exposed to the news and provide practical tips on navigating the news cycle effectively.

Exploring the Risk

As news consumption increases, there is an amplified risk of our children being exposed to disturbing images and stories. Research has shown that increased exposure to media featuring violence, tragedy, and trauma can impact children’s emotional development, thought processes, and social relationships. Children are particularly vulnerable to trauma due to their natural curiosity and the fact that they may lack the skills and experiences needed to interpret the news in a healthy way.

Depending on age, they may lack the language to articulate their thoughts and feelings, resulting in misunderstandings and miscommunication. Particularly concerning is the fact that our children continue to be exposed to stories and events that their parents and carers may not be able to discuss, understand, or explain to them in an age-appropriate manner. Antisocial behaviour, political unrest, and protests are all potential sources of news that can be difficult to process and can lead to confusion and distress for a child.

Protecting Your Child

As parents and carers, it’s our job to ensure our children are safe from the risk of trauma. Fortunately, there are actions we can take to minimise our children’s exposure to the news and to support them through conversations about world events.

Firstly, Parents should become aware of how much news their children are exposed to. News fatigue is a real issue and being exposed to a high volume of news can become overwhelming. It is important that parents monitor the news and media content their children are consuming.

It is also essential to engage with your child. If your child has seen something in the news, take the time to talk with them about it. It can be difficult to know how to approach these conversations but ensuring honesty and understanding can provide children with a sense of security and comfort. On the other hand, parents must also pay attention to their own emotional regulation and take steps to ensure that their children are not unduly exposed to their own anxieties. It is important that your children see both the positive qualities in their environment and the bigger and more divisive issues of the world.

Above all else, monitoring your children’s reactions to the news is key, and seeking help from healthcare professionals, if needed, is recommended.

News exposure has become more accessible than ever, which can put our children at risk from trauma and distress. Becoming aware of our children’s media consumption, engaging openly with our children, providing a trusting and secure environment, and seeking help if needed is essential to protecting our children and helping them develop in healthy and secure way.

Author: Stephanie Mace, Brodi Killen and Samantha Pearce. Psychologists and With You Allied Health Directors.

References

Kushlev, K., & Dunn, E. (2017). Growing up in a digital world: Social media, technology, and children’s well-being. Current Opinion In Psychology, 18, 181-185.

Murphy, K., & Coon, H. (2011). Media Exposure and Childhood Emotional Development. Child Development Perspectives, 5(2), 76-83.

O’Neil, M., & Meyer, G. (2019). Supporting the mental health of students in the wake of traumatic events. NASSP Bulletin, 103(3).

Papio, C., & Bierman, K. (2013). The Impact of Trauma on Early Development. Harvard educational review, 83(3), 369-413.