A primary school in Derbyshire faced a remarkable and tense situation recently when a child brought a WW2-era hand grenade to a show-and-tell assembly. The incident at Osmaston CofE Primary School in Ashbourne prompted the evacuation of students and staff, as well as the mobilisation of bomb disposal experts to assess the potential danger posed by the explosive device.
The unexpected revelation of the grenade by a pupil left head teacher Jeanette Hart startled but composed. Initially, she was unaware if the grenade was live. After taking it from the child—who had received it as a family heirloom without informing his parents—Mrs Hart placed the grenade behind a substantial tree in the school's car park while emergency services were called. She later recounted the scene, noting, “It looked old and I thought it might be safe but I didn't want to take the risk," highlighting her quick thinking in a potentially dangerous situation.
Fortunately, army experts, upon examining the grenade with X-ray equipment, confirmed that it was safe. The prompt actions of the school's staff were praised by the local police, who noted that the quick evacuation ensured the safety of all involved. Speaking to local media, a spokesperson for the police emphasised the importance of vigilance regarding what children bring to school, advising parents to “double check" items, especially those with historical significance that may contain unknown risks.
A similar incident occurred recently at Parkside Community School in Chesterfield, Derbyshire, where a student brought an old grenade into a history lesson. Like the situation at Osmaston, this led to a school evacuation, though the grenade was also confirmed to be decommissioned. Such events have become alarmingly common, with multiple accounts of children inadvertently bringing grenades or similar devices to schools across the UK and the US.
For instance, at Elliott Elementary School in Holt, Michigan, a second-grade student brought a grenade for show-and-tell, triggering a temporary lockdown while the state police bomb squad assessed the situation. They concluded that the device was inactive and posed no danger, allowing students to return to normal activities shortly after. Similarly, the Ezra Baker School in Massachusetts had to be evacuated when an eight-year-old presented an inert grenade, further underscoring the innocence often surrounding such incidents.
Interestingly, historical artefacts related to wartime experiences seem to attract children’s curiosity, as evidenced by a case at Hamilton Grammar School in Scotland. A pupil brought in a military presentation piece belonging to their grandfather, leading to police involvement without an evacuation, as the device was confirmed safe.
Amidst these incidents, it is clear that educators, parents, and law enforcement must collaborate to ensure the safety of students while fostering an environment where historical interest is encouraged but carefully monitored. Teachers like Mrs Hart have found themselves in the unexpected roles of first responders, managing situations that blend education with potential risks—an intersection that calls for both caution and creativity in handling such delicate matters.
Reflecting on the incident at Osmaston CofE, Mrs Hart remarked that the children were both puzzled and excited by the sudden influx of police and army personnel into their originally uneventful day. This incident, while alarming, serves as a reminder of the importance of education about history and safety, and the need for clear communication between children and their guardians regarding potential hazards.
Source: Noah Wire Services