Child Development
Helping Young Children Navigate Election Anxiety
A cognitive science guide for parents, educators, and caregivers.
Posted September 18, 2024 Reviewed by Monica Vilhauer Ph.D.
Key points
- Tailor political discussions to the child's cognitive stage, using simplified concepts for younger children.
- Encourage critical evaluation of media content to avoid misinformation and develop balanced understanding.
- Foster open dialogue, model balanced reactions, and provide age-appropriate explanations about outcomes.
Every four years, the United States election cycle feels like a nationwide rollercoaster (or in the case of this year a turbulent space voyage)—complete with exhilarating highs, anxiety-inducing twists, and plenty of uncertainty about the ride’s final outcome. While adults might be somewhat accustomed to this emotional journey (well let’s be honest, it’s an interesting year), young children are especially vulnerable to the overwhelming nature of political messaging and media coverage. If Election Day has parents and caregivers anxious about the nation's future, imagine how confusing it must be for a child just learning to make sense of the world.
So, how do we help kids understand what’s going on? How do we manage their feelings of uncertainty when we ourselves are grappling with the unpredictability of politics? This article will explore these questions through the lenses of cognitive science, developmental psychology, and mass communication theory, offering concrete strategies to support children in navigating election anxiety.
Why Kids Feel the Stress Too
Before diving into solutions, it’s important to understand why kids are feeling the tension. As cognitive science shows, children’s brains are still developing, particularly in areas related to emotional regulation and critical thinking. The prefrontal cortex, responsible for reasoning and problem-solving, doesn’t fully mature until the mid-20s (Casey, Tottenham, Liston, & Durston, 2005). So, when children hear snippets of conversations, social media clips, news broadcasts, or even playground debates about the election, they may struggle to process this information in a calm, rational way.
From a developmental psychology standpoint, much younger children in particular lack the cognitive tools to grasp abstract concepts like democracy or geopolitical strategy (Piaget, 1964). What they do understand, however, are the emotions radiating from adults around them. Children are excellent emotional barometers, and they’re highly sensitive to the stress, fear, or frustration expressed by their caregivers (Denham, 1998).
In mass communication theory, the idea of “agenda-setting” explains how media outlets highlight certain issues over others, influencing the public’s perception of what’s important (McCombs & Shaw, 1972). The constant focus on conflict, high stakes, and uncertainty during elections can amplify the emotional weight of the moment—not just for adults, but for kids exposed to the same media environment.
Practical Strategies for Helping Children
1. “Filter Media Exposure”
First and foremost, limit children’s exposure to sensationalist media coverage. While adults might have the tools to distinguish between hyperbole and fact, kids often take things at face value.
To avoid fueling their anxiety, offer child-appropriate explanations rather than letting them overhear political pundits on 24-hour news channels or videos from social media platforms.
It’s crucial to provide children with balanced, age-appropriate content. For instance, there are several books out there to explain elections and government in simple, non-partisan terms.
2. “Create a Safe Space for Questions”
Children often worry about the unknown, and politics is full of uncertainty. Encourage them to ask questions about what they’re hearing or feeling, and answer with clear, honest language.
For example, instead of diving into the complexities of political parties, explain that elections are a way for people to share their ideas about what’s best for the country.
Developmental psychology teaches us that kids need predictability, especially during uncertain times (Bronfenbrenner, 1979). By establishing a calm, open dialogue, you can help mitigate feelings of anxiety and confusion. Remind children that it’s okay not to know exactly what will happen, but that adults are working hard to make good decisions.
3. “Reassure and Provide Perspective”
It's essential to offer children reassurance during this time of uncertainty. Let them know that elections happen regularly, and that the country has a process in place to handle changes. You might even draw parallels to something in their own lives, like student council elections at school. This helps ground abstract concepts in concrete experiences they can relate to (Piaget, 1964).
Cognitive science research highlights the importance of providing context when explaining complex topics to children (Goswami, 2019).
When they understand that change is a normal part of life, it reduces the tendency to catastrophize the future.
4. “Teach Emotional Regulation Techniques”
Young children often lack the emotional vocabulary to articulate their feelings, especially when those feelings are complicated or new. To help them manage election-related stress, teach them simple emotional regulation techniques like deep breathing, counting to ten, or even drawing their feelings. According to developmental psychologists, these tools are effective because they allow children to process emotions in a way that's developmentally appropriate (Thompson, 1994).
When media messages become too much, taking a break to focus on something calming can be incredibly beneficial.
Even a brief pause for playtime or a favorite activity can help reset a child’s emotional state.
5. “Model Healthy Media Consumption”
Finally, remember that children often mirror the behaviors of adults. If you’re constantly glued to cable news or social media, they’ll pick up on your stress. Set an example by regulating your own media consumption and taking time to engage in non-political activities. A family board game night or a walk in the park can provide much-needed relief for everyone.
In mass communication theory, there’s a concept known as the “spiral of silence,” where people feel pressured to align with dominant viewpoints to avoid conflict (Noelle-Neumann, 1974). This would be an unfair situation to place kids in if they felt pressure to follow suit because they understand “adults are in charge.”
By stepping away from the media cycle and engaging in other activities, you’re modeling that it’s okay not to be consumed by the political discourse 24/7.
This is a valuable lesson for children, who may otherwise feel pressure to keep up with the constant news stream.
Helping Kids Make Sense of the Election
Election season can be confusing and stressful for children, but with the right strategies, parents, caregivers, and educators can help them navigate these feelings. By filtering media exposure, encouraging open conversations, and providing emotional tools, we can foster a sense of security—even during times of uncertainty.
Above all, remember that children are looking to the adults in their lives for reassurance. So as Election Day approaches, keep calm, model balance, and provide the emotional support your kids need to feel safe in a changing world.
References
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Casey, B. J., Tottenham, N., Liston, C., & Durston, S. (2005). Imaging the developing brain: What have we learned about cognitive development?. Trends in Cognitive Sciences, 9(3), 104-110.
Denham, S. A. (1998). Emotional development in young children. Guilford Press.
Goswami, U. (2019). Cognitive development and cognitive neuroscience: The learning brain. Routledge.
McCombs, M. E., & Shaw, D. L. (1972). The agenda-setting function of mass media. Public Opinion Quarterly, 36(2), 176-187.
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176-186.
Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59(2-3), 25-52.