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Author: Camille Mahé, Maîtresse de conférences en histoire, Université de Strasbourg
Original article: https://theconversation.com/education-for-peace-the-effort-to-teach-children-how-to-rebuild-societies-after-wwii-246087
While the first world war and the Spanish civil war had already drawn children in Europe and beyond into the orbit of conflict, the second world war marked a pivotal period in how young people have experienced the horrors of war.
During the 1940s, children faced unprecedented mobilisation and violence. From bombings and massacres to forced displacement and genocide, the impact was staggering. Millions of children were directly affected by these atrocities, while countless others endured the indirect consequences: shortages, family separations and grief.
In the aftermath of the war, childhood experts such as pediatricians, psychologists and nutritionists, as well as political leaders and humanitarian workers, feared for this potentially “lost generation”. With recognition of the vulnerability of children as a social group, there was a transnational push to implement protective measures. This shared awareness led to milestones such as the establishment of the United Nations International Children’s Emergency Fund (UNICEF) in December 1946 and, later, the adoption of the Declaration of the Rights of the Child.
The period from 1939 to 1949 not only highlighted the need to protect children worldwide, but also underscored their importance in building a peaceful future. As detailed in La Seconde Guerre mondiale des enfants (The second world war of children), published in September 2024 by Presses Universitaires de France, children embodied hope for postwar nations. They were seen not only as victims of war but also as active participants in shaping a peaceful world.
Schools as foundations of reconstruction
After 1945, schools became central to Europe’s social reconstruction. Seen as spaces of socialisation that included nearly all children, schools were viewed as critical for rebuilding society. Some measures mirrored those introduced after the first world war. Children, particularly those aged 6 to 14 (the typical age for compulsory education in Europe), were tasked with preserving the memory of fallen soldiers, resistance fighters and civilian victims. They cleaned and adorned graves, attended public ceremonies and paid homage to the dead.
However, postwar education went further. In some countries, particularly those that formerly had authoritarian or totalitarian regimes such as Italy and Germany, school curricula underwent significant transformation. Lessons on democratic governance and peaceful figures were either reinforced or reintroduced, and history classes began emphasising cultural, political and economic exchanges between nations. These reforms aimed to counteract the nationalist ideologies that had fuelled war and division.
Unlike the post-WWI era, the years after 1945 saw efforts to strengthen ties between nations by fostering connections among their youngest citizens. Programs promoting international school exchanges flourished. French students corresponded with Canadian peers, British children sent books to Germans and Swedish students traveled to Belgium.
Germany hosted one of the most ambitious programs: the US-led “World Friendship Among Children Program”. This initiative included pen-pal projects, student travel and even the symbolic adoption of war orphans by classrooms. The program also established the “World Friendship Council of the Future”, where young people proposed initiatives for international dialogue, mimicking the operations of newly formed organisations such as the United Nations, UNESCO (United Nations Educational, Scientific and Cultural Organization) and the World Health Organization.
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It was also in Germany that Houses of America, or Youth Centres, were established. While the goal was to offer children sports and cultural activities, they were primarily seen by Americans as tools of soft power and political instruments to (re)educate youth about the principles of democracy.
Active pedagogy for European education
Indeed, after 1945, educating children for peace also meant educating them about democracy. Across Western Europe, teaching methods inspired by progressive education movements – championed by figures such as Maria Montessori, Ovide Decroly and John Dewey – became widespread.
For educational leaders, merely teaching democratic principles wasn’t enough: children needed to practice them. Classrooms became miniature societies where students elected class representatives, voted on school matters and debated everyday and political issues. This active engagement aimed to cultivate civic responsibility and critical thinking.
Some postwar experiments went further. Communities of children or “children’s republics” emerged across Europe to provide homes for children who had lost their homes and parents. While their primary mission was humanitarian, these communities were also intended to form the foundations of new, peaceful societies. Self-governance was central to their goal of preparation for active citizenship. In the Repubblica dei Ragazzi (boys’ republic) in Santa Marinella, near Rome, children ran their own court, deliberative assembly and union.
Ideological differences
While schools are indeed the cornerstone of global peacebuilding, debates about fostering peace go beyond the classroom to encompass all aspects of children’s lives. This includes the private sphere, as evidenced by numerous transnational legislative efforts to ban violent comic books and war-themed toys, which are accused of inciting aggression in children and thus threatening a peaceful future.
This surge of post-WWII initiatives underscores the fact that educating for peace and democracy was a European – if not global – project. However, its interpretation varied depending on country and region. In France, West Germany and Italy, the project was rooted in liberal ideals; in Eastern Europe, it reflected a different understanding of democracy.
In the West, the focus was on the individual, with boys and girls assigned traditional, gendered roles: girls were encouraged to become future mothers, while boys were groomed to be workers contributing to economic growth. In contrast, the Eastern model emphasised collective values within a socialist framework, promoting more egalitarian relationships between boys and girls, albeit in service of political objectives.
Regardless of ideological differences, these post-1945 initiatives left a lasting legacy. Their influence can still be seen today in school activities such as student elections and class trips, which continue to echo the democratic ideals of that era.