How to Talk to Students About Their Holidays Without Excluding Anyone? A Guide for Teachers
Why Do Teachers Ask About Holidays? (Benefits)
Talking about holidays is, for many teachers, a natural way to start the new school year. Although it may seem like a small gesture, it brings with it a number of both educational and developmental benefits.
1. Building relationships and classroom atmosphere
Asking about the holidays allows teachers to re-establish first contact after the break. Children feel that their experiences and memories matter, which strengthens their sense of security and helps create a positive classroom atmosphere. It is also a signal that the teacher is interested in students not only in terms of grades, but also in their everyday lives.
2. Practicing storytelling and communication skills
Talking about holiday adventures becomes a pretext for developing language skills. Children learn to organize their thoughts, describe events in sequence, and express emotions. It is a practical exercise in narration, which can be a valuable introduction to further lessons in language arts or other subjects.
3. A natural topic for integration
Holidays are a topic that unites – every student has some memories from that time, even if they were simply moments spent at home, in the yard, or with family. Talking about them opens space for getting to know each other and building bonds in the classroom. Thanks to this, it becomes easier to break the initial shyness and create a foundation for further cooperation in the new school year.
Potential Drawbacks and Risks
Although talking about holidays has many advantages, it is important to remember that it may also bring difficulties and unpleasant emotions for some students. What for one child is a joyful memory, for another may be a source of frustration or a sense of exclusion.
1. Inequalities – not every child goes away on holiday
Not all students have the opportunity to spend their holidays away from home. Some remain in the city, take care of siblings, or spend their time in ways that may seem less exciting compared to their peers. Direct questions such as “Where did you go on holiday?” carry the risk of revealing economic or social differences, which can affect students’ self-esteem.
2. Students may feel shame or sadness
A child who does not have exciting holiday stories filled with trips and attractions may feel inferior to others. Instead of joy, such conversations may trigger sadness, or even reluctance to participate further in class activities. The sense of not being equal to peers can negatively influence self-confidence and motivation.
3. The risk of comparisons and social exclusion
It is natural for children to compare themselves with others. Stories about exotic trips or expensive activities can strengthen divisions in the group and create an atmosphere of competition. As a result, students without similar experiences may feel overlooked or less valuable, which makes building healthy relationships in the classroom more difficult.
How to Talk About Holidays Without Hurting Anyone? (Practical Tips)
Conversations about holidays can be a valuable experience, provided the teacher conducts them thoughtfully and with sensitivity to all students’ needs. It is important to remember that the goal is not to check who went where, but to create a space in which every child can share positive memories.
1. Avoiding direct questions such as: “Where did you go on holiday?”
Such a question assumes that every student traveled somewhere, which is not always true. A child who stayed at home may then feel inferior or ashamed. It is better to ask open questions that allow children to talk about different types of experiences.
2. Alternative approaches
Instead of “Where did you go?”, ask: “What nice thing do you remember from the summer?” – then every child can share something, regardless of whether they traveled or not.
Art activities, e.g. “Draw your best summer day” – this gives all students equal chances to express themselves and their emotions.
Integration games, such as sitting in a circle and sharing one pleasant thing that happened during the holidays – it could be something small, like meeting a friend or playing a favorite game.
3. Emphasizing the diversity of experiences
It is worth clearly pointing out that holidays do not have to mean travel. Teachers should highlight that valuable memories also include playing in the yard, spending time with family, discovering a new hobby, or reading an interesting book. This way, every child feels that their experiences are important and appreciated.
The Role of Empathy and Teacher Sensitivity
Talking about holidays, like many other school activities, requires from the teacher not only organization but also empathy. It is precisely this sensitivity to students’ emotions that determines whether summer memories will become an opportunity for integration or a source of pain.
1. How to observe children’s emotions and respond
Teachers should carefully observe students’ reactions during such conversations. Silence, withdrawal, or avoiding eye contact may indicate that the topic stirs difficult emotions. In such cases, it is worth changing the form of the activity, for example, switching from oral presentations to art tasks, or encouraging the whole class to join a group activity. Empathy also means responding to signs of sadness – a short, supportive remark may help a student feel noticed and safe.
2. How to include students who may feel left out
Not every child is eager to talk about themselves, and some may feel that their holidays were “too ordinary” to share. In these cases, it helps to create a space where every voice matters. Teachers can propose group activities, such as creating a collage of “the best summer moments” together, or encourage children to share small, everyday joys. What matters is for the teacher to consciously emphasize that every way of spending holidays has value.
Empathy and attentiveness make holiday conversations not only an exercise in storytelling, but also a lesson in mutual respect and acceptance. Thanks to this, students learn that diversity of experiences is something natural and valuable.
Summary
Talking about holidays can be a great way to start the school year and integrate the class, but it requires a teacher’s attentiveness and empathy. It is important to remember that not every child spends summer in the same way, so questions should be formulated to give equal opportunities to all students. Instead of focusing on trips or unusual attractions, it is better to highlight everyday joys and the diversity of experiences. This way, every child feels valued and seen, and the conversation about holidays becomes not only an exercise in speaking skills, but also a lesson in respect, acceptance, and building a positive classroom atmosphere.
See also:
