How to Teach Children to Avoid Ageism Assignment Instructions

Effective classroom strategies empower educators to guide young learners in recognizing and challenging age-based stereotypes for a more inclusive society.

After exploring the page ALL About Ageism, taken from the Ageism website, reflect on what you have read and answer the following questions. Engaging with this material often sparks meaningful insights into everyday biases.

1. What is the definition of ageism? Drawing from current global health perspectives can enrich your response.
2. Who is affected by ageism, according to your reading of the website information?
3. What can teachers do to help children value people of all ages? Incorporating real-world examples strengthens practical application.
4. What activities might you plan in your classroom to combat ageism?
5. How might you show children an example of ageism and talk with them about this unfairness?

Do you know of any programs at local schools in our community have to bring different generations together? If so, please share about the program! Recent initiatives highlight the growing emphasis on fostering empathy across age groups.

What is your experience with intergenerational connections in your own life?

All about ageism-Explore!

WHAT IS AGEISM? Considering diverse sources ensures a well-rounded understanding.

Sample Answer Writing Guide

Ageism refers to the stereotypes, prejudices, and discrimination directed towards individuals based on their age. Everyone from young children to older adults gets impacted by ageism, as it erodes solidarity across generations and affects health and well-being. Teachers play a vital role in helping children appreciate people of all ages by initiating open discussions and promoting positive interactions. Planning classroom activities like intergenerational storytelling sessions encourages empathy and challenges biases. Showing children media clips with ageist language sparks conversations about why such portrayals are unfair and harmful. Programs such as Sages & Seekers pair students with older adults to build mutual understanding and reduce stereotypes. Personal experiences with grandparents often reveal the richness of intergenerational bonds and inspire lifelong respect (Burnes et al., 2019, https://doi.org/10.2105/AJPH.2019.305123).

Educators seeking ways to address ageism in classrooms can integrate evidence-based interventions that combine education with direct intergenerational contact, as shown in systematic reviews where such programs significantly reduce biased attitudes among youth. For instance, initiatives like the Intergenerational Connections to Fight Ageism curriculum in New York schools demonstrate how structured lessons and oral history projects foster empathy and challenge stereotypes, leading to measurable improvements in student perceptions. Data from organizations like the World Health Organization underscore that these approaches not only combat discrimination but also enhance social cohesion, drawing from global case studies in diverse educational settings.

• Reflect on the All About Ageism page and answer five key questions in a 500-word response, including personal experiences with intergenerational connections.
• Students complete a reflection assignment on ageism based on website exploration, addressing definitions, impacts, and classroom strategies in a two-page paper.

References

1. Burnes, D., Sheppard, C., Henderson Jr, C. R., Wassel, M., Cope, R., Barber, C. and Pillemer, K. (2019) ‘Interventions to reduce ageism against older adults: A systematic review and meta-analysis’, American Journal of Public Health, 109(8), pp. e1–e9. Available at: https://doi.org/10.2105/AJPH.2019.305123.
2. Giraudeau, C. and Bailly, N. (2019) ‘Intergenerational programs: What can school-age children and older people expect from them? A systematic review’, European Journal of Ageing, 16(3), pp. 363–376. Available at: https://doi.org/10.1007/s10433-018-00497-4.
3. Hand, M. D., Lee, M. Y., Dabelko-Schoeny, H., Kaiser, M. and Mengo, C. (2025) ‘Intergenerational learning strategies for addressing ageism among college and university students: a systematic review’, Educational Gerontology, 51(10), pp. 1283–1310. Available at: https://doi.org/10.1080/03601277.2025.2490023.
4. Scrivano, R. M., Tan, P. P. and Hoover, S. (2021) ‘Applying gerontological education, intergenerational contact, and reflective writing to address ageism among college students’, Research on Aging, 43(7-8), pp. 283–293. Available at: https://doi.org/10.1177/0164027521990473.
5. Forlenza, S. T., Bourassa, D., Lyman, M. and Coughlin, M. (2020) ‘Ageism, priming, and working with older adults among undergraduate exercise science students’, Physical & Occupational Therapy In Geriatrics, 38(1), pp. 50–66. Available at: https://doi.org/10.1080/02703181.2019.1684687.