When the Truth Gets Blurry
Helping Children Navigate Truth, Emotion, and Perspective
Children sometimes say things that feel absolutely true—from their point of view. As parents and educators, we naturally want to protect our children and guide them through challenges. But even when a story feels urgent or emotionally charged, it’s important to pause and consider how perception, emotion, and developmental stage can shape the way a child experiences and retells an event.
Even children who are deeply honest and value integrity can share stories that reflect how things felt in the moment, rather than what objectively happened. They’re not being deceptive—they’re still learning how to separate emotion from fact, or how to hold multiple perspectives at once.
At our school, we help children learn to speak accurately, consider other perspectives, and be honest and accountable—with others and with themselves—even while working through big emotions. These moments are powerful opportunities to build empathy, resilience, and integrity. In many ways, they prepare children for a smooth transition to middle school far more than any test score or reading level ever could.
In this article, we’ll explore how we support that growth—and how we work closely with families through these very normal (and deeply meaningful) moments.
Is This Normal? A Developmental Snapshot
| Age Group | What’s Age Appropriate? | What Might Signal a Deeper Issue? |
|---|---|---|
| 2–4 Years Old |
- Imaginative storytelling (“My teddy talked to me!”) - “Wishful truths” (“I brushed my teeth!”) - Confusion between fantasy and reality |
- Constant deflection of responsibility - Attempts to manipulate others - Difficulty expressing what happened |
| 5–7 Years Old |
- Denies wrongdoing to avoid consequences - Exaggerates to impress peers - Misinterprets events due to limited perspective |
- Lacks remorse when caught - Frequent lying without clear reason - Limited vocabulary for expressing feelings |
| 8–10 Years Old |
- Protects others with kind untruths - Begins to understand impact of dishonesty - May misremember events based on emotion |
- Deceptive or hurtful lies - Difficulty recalling events clearly - Reports serious events long after they occur |
| 11+ Years Old |
- Selective truth-telling in social settings - Greater moral reasoning - Can reflect on honesty |
- Lies to conceal risky behavior - Trouble moving on from conflict even with adult help - Ongoing difficulty separating fact from emotion |
Note: By age 7 or 8, most children can explain what happened in a logical order, with enough detail to help others understand. If a child has trouble doing this—or brings up a serious event for the first time long after it occurred—it may be a sign of challenges with language or processing. These difficulties can impact both social interactions and classroom learning. We explore this further in our recent article on language development.-
A child’s relationship with the truth evolves as their brain matures. What may seem like lying is often wishful thinking, a bid for connection, or a reflection of how they felt in the moment. Sometimes, it’s simply an attempt to avoid disappointment or protect self-esteem.
We don’t just correct—we teach.
Rather than labeling something as a “lie,” we use less charged language to help children reflect and speak more accurately. We might say:“Let’s see if we can add more detail.”
“What would a teacher watching from the outside have seen?”
“Can we tell that story again in a way that includes both perspectives?”
These prompts help children feel safe enough to revise their version of events and start to think beyond their own point of view.
Thanks to our low student-teacher ratios and individualized approach, our teachers can support children as they build:
Perspective-taking
Conflict resolution
Awareness of how words affect others
More accurate, respectful communication
-
Think of memory like a camera—it captures whatever it’s pointed at.
A child's (or even an adult's) version of events feels real because it reflects what stood out to them emotionally. Dr. Elizabeth Loftus, a leading expert in memory science, reminds us how malleable memory can be—especially in children, whose perception is still developing.
This concept isn’t just academic—it’s widely explored in popular culture, especially in stories that center on conflicting perspectives. One of my favorite examples is the TV series The Affair, where the same moment is replayed through the lens of several different characters in each episode. The dialogue, tone, and even key actions shift based on whose memory is being shown, revealing how emotion and perception shape how we retell our experiences.
This is why two children can experience the same moment and remember it differently.
-
One of the most common scenarios we encounter is a child sharing that someone was mean or physical. That may be true—but often, it’s just part of the story. Children may omit their own role in a conflict, especially if they were unkind first or contributed to the situation.
While two wrongs don’t make a right—and consequences may still be necessary—our goal is to stay curious, not conclusive, even when a story feels straightforward.
We use gentle conflict resolution strategies to help children reflect on the full picture. This not only resolves the current issue but strengthens their ability to handle future conflicts with empathy and maturity.
-
These moments are more likely to surface during unstructured times—recess, PE, transitions—when adult presence matters most. One of the key benefits of our team teaching model is that a classroom teacher typically stays with the class throughout the day, including during outdoor time.
We also invest in a dedicated PE assistant, even with small class sizes, because it’s that important. Having an objective, caring adult nearby who knows your child and can help mediate in real time is invaluable.
When I taught in a school without a team teaching model, it was much harder to find time to address conflicts as they happened. Children were often outside in large groups with aides, and if a situation arose, it would spill into the classroom. I’d have to pause instruction or assign a “sponge activity” just to help a child work through tears. But kids can’t learn when they’re stressed out—no matter who was “at fault.”
This is one of the many reasons I’m so grateful to be in a school like WHPS, where children have access to meaningful support in the moment—when they need it most.
It’s also why we don’t use a traditional discipline matrix, a common practice in many public schools. A discipline matrix maps out behaviors and prescribes a consequence or punishment—but it doesn’t teach transferable skills. At our school, we take a more responsive approach. We guide students to reflect, repair, and—in some cases—briefly lose a privilege until they can earn it back. This kind of support takes more time, but it results in children building the tools they’ll need for future conflicts.
-
We encourage families to take an advocacy-based approach when something concerning comes up. This can apply to a wide range of situations:
A child comes home with sand in their hair
An empty water bottle
A low grade or missing sticker
A peer conflict
Or they burst into tears at pickup
Try this:
Instead of:
➡ “Logan said Kai pushed him. What are you going to do about that?”
Try:
✅ “Logan shared he was upset at recess and said Kai pushed him. I’m wondering what happened from the teacher’s perspective or if there’s more to the story.”Other helpful prompts:
“Can you tell me more about that?”
“Walk me through what happened next.”
“Help me understand what you were hoping for.”
“Do you think anyone else might have seen it differently?”
-
Stay curious—even if you think you know the whole story. The truth is often in the middle. As hard as it is when we want to protect our children from discomfort, give space for clarity to emerge.
Avoid posting concerns in a class WhatsApp group. What starts as a question can snowball quickly. The best path is always direct communication with your child’s teacher or school leader.
Think before you post. If your message names or implicates a specific student or staff member—even indirectly—it does not belong in a group chat or social platform like WhatsApp.
Support your child in naming their emotions. Instead of jumping ahead, ask:
“How are you feeling about what happened?”
“What do you think you need right now?”
Talk about what’s in their Circle of Control. Ask: “What can we do if we can’t change someone else’s behavior right now?” If your child feels uncomfortable around a peer while a situation is being resolved, it’s okay to request that they be kept apart temporarily.
Think long-term. By 6th grade, parents have less direct access to teachers. We work hard to make that transition gradual. Helping children learn how to reflect and self-advocate now builds the foundation they’ll use later.
Final Thoughts
Stretching the truth, exaggerating, or telling tales isn’t a sign of poor character—it’s a sign that a child is learning to make sense of their experiences and navigate relationships.
As uncomfortable as these moments can feel in the moment, they’re often hidden opportunities. More than any test score or reading level, a strong moral compass and the ability to handle conflict with honesty and empathy are key to a smooth and successful transition to middle school—and beyond.
It’s natural to want to shield our children from discomfort. But supporting them through it—rather than around it—may be one of the greatest gifts we can give.
At our school, we use these moments to help children grow in self-awareness, integrity, and empathy. We don’t expect perfection—we support progress. And we’re always here to partner with you along the way.
