Talking With Your Child After a School Scare

A guide for parents navigating hard conversations with calm and confidence.

As a therapist who works closely with children and families—and as a parent myself—I’ve had many conversations like this over the years. When unexpected school events happen, parents often tell me the same thing: “I don’t want to say the wrong thing.”

This post is meant to offer simple, steady language you can lean on when those questions come up—without adding fear or anxiety, and without needing to have all the answers.

With the recent events at one of our local elementary schools, many parents have shared how unsure they feel about what to say to their children. One parent summed it up perfectly:

“Nobody tells us how to handle this.”

You’re not alone. When something frightening or confusing happens at a school—even if it turns out not to be real—parents are left trying to balance honesty with reassurance. We don’t want to betray our child’s trust by avoiding the truth, but we also don’t want to overwhelm them or create unnecessary anxiety by saying too much.

It is a balancing act.

The goal isn’t to eliminate all anxiety—that’s not realistic. The goal is to contain it, so your child feels safe, supported, and regulated while they process what happened.

The Four Anchors to Keep in Mind

When talking with your child, focus on these principles:

• Be truthful, but on their level

• Emphasize safety and adults doing their jobs

• Avoid details that fuel imagination

• Normalize questions without escalating worry

Kids will ask questions. They will notice inconsistencies. They may hear playground stories that sound scary or inaccurate. This is all normal.

What helps most is keeping explanations simple, calm, and consistent. Repeating the same words and phrases helps a child’s nervous system settle. Repetition equals safety.

A Simple Way to Explain What Happened

You might say:

“Someone said something serious that adults always have to take seriously, even if it turns out not to be real. When that happens, schools have rules to move kids somewhere safe while adults check things out.”

If they ask, “Was there a bomb?”

“Someone said there might be one, but saying something doesn’t make it true. Adults don’t wait to find out—they move kids somewhere safe first and then check.”

If they ask, “Why did it happen two days in a row?”

“The first day, someone said something serious, so the school followed its safety rules and had everyone leave while adults checked. The next day, school was opening like normal, but another report came in before kids were inside. Adults made a quick decision to turn everyone around. That wasn’t because things were getting worse—it was because adults acted fast.”

If they ask, “Could it happen again?”

“Schools practice for all kinds of situations so they know exactly what to do. That doesn’t mean bad things are likely—it means adults are prepared.”

This frames repetition as preparedness, not danger.

If Your Child Asks: “Why Would Someone Say Something Like That?”

This is a very common question, especially for thoughtful or curious children. The goal is not to explain motives in detail, but to keep the answer contained and non-scary.

You might say:

“Sometimes people say serious things when they’re upset, trying to get attention, or not thinking clearly. That doesn’t mean they actually plan to hurt anyone.”

Then bring it back to safety:

“That’s why adults take every report seriously and check it out—so kids don’t have to worry about why it was said.”

If your child presses for more detail:

“That’s more information than kids need. What’s important is that adults handled it and kept everyone safe.”

If they ask, “Is the person bad or dangerous?”

“It means someone made a serious mistake with words. Adults are in charge of handling that safely.”

Avoid labeling people as “bad” or “dangerous,” which can increase fear.

When Kids Hear Scary Stories From Other Kids

Children often fill in gaps when they don’t have all the information—and they usually imagine the scariest version.

If your child says, “Other kids said it was really bad,” try this approach:

Validate without feeding fear:

“That sounds like it felt scary to hear.”

Separate kid stories from adult facts:

“When kids don’t know all the facts, they guess. Adults have the real information.”

Re-ground in what we know:

“The real facts are simple: adults got information early, followed safety rules, and kept kids safe.”

Give them a script they can use at school:

• “That’s not what the adults said.”

• “They turned us around because adults act early.”

• “I’m not talking about scary stuff.”

How to End the Conversation

Always close with reassurance and containment:

“If you hear kids talking at school and it makes you feel worried, you can always come ask me. Grown-ups are in charge of safety. You don’t have to figure this out alone.”

Then shift to something grounding:

• Snack

• Drawing

• Outside play

• Normal routines

Kids often ask a question, move on, and then return later with another question. This is a sign they are processing—not that you said the wrong thing.

Bedtime Worries Are Common

Worries often show up at night.

You can say:

“I know your brain might be thinking about school tonight, so I want to say something that helps your body feel calm. What happened wasn’t because kids were in danger. It was because adults have rules that say, ‘If someone says something serious, we move kids somewhere safe and then check.’”

Then anchor:

“The checking already happened. The grown-ups did their job. You are safe right now.”

What to Watch for After

Some children process internally; others externally.

• Sensitive children may show clinginess, stomachaches, or body complaints

• Curious children may repeat facts or get stuck in “what if” loops

Both are normal. If it shows up, gently re-anchor:

“Let’s go back to what we know for sure. Adults acted fast. Kids were safe.”

A Final Note for Parents

Watch your tone more than your words. Children read your nervous system before they hear your explanation.

You don’t need perfect answers. You just need to be present, steady, and willing to repeat reassurance as many times as needed.

Support If Your Child Needs Extra Help

Most children will process experiences like this with time, reassurance, and steady routines. However, some children—especially those who are sensitive, anxious, or who have experienced previous stress—may need a little extra support.

If you notice ongoing worries, sleep difficulties, frequent body complaints, school refusal, or significant changes in behavior, reaching out sooner rather than later can make a meaningful difference.

At Stillwaters Counseling Group, we are fortunate to have highly trained child therapists who specialize in helping children process fear, uncertainty, and stressful events in developmentally appropriate ways. Our therapists work closely with parents to support both the child’s emotional needs and the family as a whole.

If you have questions or would like to explore whether counseling might be helpful for your child, we are here to help guide you.

You don’t have to navigate this alone.