Supporting Your Child Through the Start of a New School Term
The start of a new school term often comes with a mix of excitement and challenges. For many children, returning to or starting school can bring feelings of worry, uncertainty, or anxiety. As parents and caregivers, your support is vital in helping your child feel safe, prepared, and confident as they adjust to new routines. Research shows that parental support is one of the strongest protective factors in reducing childhood anxiety (Muris et al., 2010). Here are some gentle, evidence-informed ways to encourage your little one:
1. Acknowledge Their Feelings
Children may express school-related anxiety through words, behaviours, or even physical symptoms such as tummy aches. Instead of dismissing their worries with “you’ll be fine,” try validating their feelings: “I can see that starting school feels a bit scary. Lots of children feel that way.” According to emotion-coaching research (Gottman, 1997), children feel more secure when their emotions are acknowledged and validated.
2. Re-Establish Routines Early
Predictability helps reduce anxiety because it gives children a sense of safety (Centre on the Developing Child, Harvard University, 2011). In the week before school begins, gently reintroduce morning and bedtime routines. Practice getting up, having breakfast, and preparing school items together. This helps your child’s body and mind adjust to the rhythm of school life.
3. Create Positive Associations
Talk about the fun aspects of school seeing friends, playing games, discovering new things. Social connectedness is linked to higher emotional wellbeing and resilience in children (Nearchou et al., 2020). Share your own positive memories of school days (keeping it simple and age-appropriate). You can also create small rituals, like choosing a special snack together for their lunchbox or reading a favourite story the night before school.
4. Encourage Independence in Small Steps
Anxiety often comes from feeling uncertain or lacking control. Supporting your child to make small choices like picking their school shoes or helping to pack their bag can build confidence. Bandura’s theory of self-efficacy (1997) highlights that children build resilience when they succeed in manageable, age-appropriate tasks. Encourage them to practice skills they’ll use at school, such as opening their lunchbox or using the bathroom independently.
5. Stay Calm and Reassuring
Children often mirror the emotions of their caregivers (Thompson, 2014). If you approach the new school term with calmness and confidence, your child is more likely to feel secure. Even if you feel worried inside, model reassurance and optimism.
6. Keep Communication Open
Let your child know it’s okay to talk about their worries. Ask gentle, open-ended questions such as, “What are you most looking forward to?” and “Is there anything that feels a bit tricky about school?” Listening without immediately trying to fix everything gives children the space to process and share. Research emphasises that children who feel heard by their caregivers show lower levels of anxiety and greater emotional regulation (Hudson & Rapee, 2004).
7. Work in Partnership with School Staff
Teachers and school staff are experienced in supporting children through transitions. Share any particular concerns with them and trust that they will be partners in your child’s journey. Studies show that strong parent teacher collaboration is linked to children improved emotional and academic adjustment (Sheridan et al., 2019).
Final Thoughts
Starting a new school term is a big step for children and for parents, too. By acknowledging your child’s feelings, creating supportive routines, and offering reassurance, you help them discover that school can be a place of learning, fun, and resilience-building. Most importantly, remind your child and yourself that it’s okay to take things one step at a time. With patience and gentle encouragement, children can grow in confidence and thrive as they settle into the new term.
References
- Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
- Centre on the Developing Child, Harvard University. (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function.
- Gottman, J. (1997). Raising an Emotionally Intelligent Child. Simon & Schuster.
- Hudson, J. L., & Rapee, R. M. (2004). From anxious temperament to disorder: An etiological model of generalized anxiety disorder. In Behaviour Research and Therapy, 42(12), 1423–1449.
- Muris, P., Meesters, C., & van den Berg, F. (2010). The Strengths and Difficulties Questionnaire (SDQ). European Child & Adolescent Psychiatry, 12(1), 1–8.
- Nearchou, F., Flinn, C., Niland, R., Subramaniam, S. S., & Hennessy, E. (2020). Exploring the impact of COVID-19 on mental health outcomes in children and adolescents: A systematic review. International Journal of Environmental Research and Public Health, 17(22), 8479.
- Sheridan, S. M., Smith, T. E., Moorman Kim, E., Beretvas, S. N., & Park, S. (2019). A meta-analysis of family–school interventions and children’s social–emotional functioning: Moderators and components of efficacy. Review of Educational Research, 89(2), 296–332.
- Thompson, R. A. (2014). Stress and child development. The Future of Children, 24(1), 41–59.