The return to school after the summer holidays can bring mixed feelings for children, young people and families. Some are ready for the new academic year, relishing the new challenges that await. Others may feel anxious, sleep less well, or feel low. There may be difficulties settling back into a routine.
These problems can be prominent at key transition points, such as starting a new school, moving from primary to secondary education, entering an examination year or returning after an absence.
Returning to school can mean adjusting to several changes, including earlier mornings, higher academic expectations and changes in friendships, teachers or social settings.
The uncertainty is the hardest part, worry about schoolwork, friendships, bullying, fitting in or coping with a new experience. This may be difficult for those who already experience anxiety, low mood, attention difficulties or other emotional or psychological challenges.
Preparation works best when it is gradual and realistic. Start with a good routine if this has slipped over the holiday, adjusting bedtime and waking time, preparing uniform and equipment, and checking routes or timetables in advance.
Small steps are more manageable (rather than thinking about the whole school year). Concentrate on quick wins (easily sorted tasks) and plan for arranging the rest. Plan for rest after school. New routines, social demands and academic expectations can be tiring.
Anxiety does not always look like obvious fear or worry. It may appear as headaches, stomach pain, nausea, poor sleep or tiredness. It may also show as irritability, withdrawal, repeated reassurance-seeking or reluctance to attend school. Repeatedly report feeling unwell on school mornings and relatively well at weekends or during holidays, is an indicator that the challenge is school, school anxiety or another school related issue. The signs may indicate distress and should not be dismissed as avoidance and try to identifyand understanding what is contributing to the anxiety.
If anxiety begins to affect attendance, support is required to balance reassurance with continued school engagement. Avoiding school can bring short-term relief. Over time absence can make returning more difficult. A gradual, supportive plan for re-engagement is best and should be individually tailored.
Clear and consistent communication helps. Parents, the young person and school should work together where possible. Pastoral staff, form tutors, safeguarding teams, Special Educational Needs Coordinators (SENCOs) and other professionals may be able to offer support.
For many young people, worries about returning to school settle as routines become familiar again. Further assessment or support may be helpful when difficulties are persistent, severe or significantly affect daily life.
Seek professional advice if there is persistent or escalating anxiety, low mood, withdrawal or distress around separation, school refusal, prolonged absence or significant deterioration in academic or social functioning, or changes in sleep, appetite or physical symptoms, or concerns about emotional well-being, safety or bullying
Early support can help identify whether the difficulties reflect adjustment, anxiety, low mood, neurodevelopmental needs or another underlying issue. It will determine the most appropriate next steps to a solution.
Starting or returning to school is a significant transition. Some uncertainty is a normal part of adjustment. The aim is not to remove all anxiety before school begins, but to help manage uncertainty and build confidence gradually. With preparation, support and good communication between families and schools, most young people adapt successfully.
If difficulties continue, professional advice can help identify what may be contributing to them and guide appropriate support.
More information can be found here https://www.bbc.co.uk/news/articles/c8rnp5m85jlo