Helping Children Ease Back Into School

After months of late bedtimes, alarm-free mornings and greater flexibility around play and screen time, returning to school can feel like a major transition for children. Preparing for the new school year, therefore, involves more than buying uniforms and school bags. Gradually readjusting children to a new rhythm, both psychologically and practically, can make the transition smoother.
Mariam Alsalem, Educational and Family Counselor and Trainer, emphasised that sleep directly affects a child’s activity, mood and behaviour. Abruptly changing sleep schedules can make the start of school more difficult, she said, recommending that parents gradually move bedtime earlier by one to two hours over a period of one to two weeks.

A clear daily routine can also provide children with a sense of security and reduce stress and resistance, said Shamsa Altenaiji, Montessori Teacher and Certified Positive Parenting Trainer. A simple bedtime routine could include dinner, a bath, brushing teeth, reading a story and then going to bed, while keeping the order consistent each night.
One common mistake, Mariam noted, is leaving preparations until the final few days and expecting children to change everything at once. Parents should also avoid repeatedly warning children about school without actually helping them practise the new routine.
Telling children that “school’s starting and playtime is over” can make school feel like a punishment, Shamsa said. Instead, parents can focus on what children may look forward to, such as seeing friends, joining new activities and having fresh experiences. Allowing children to choose items such as a backpack or lunch box can also build excitement.

Mariam encouraged parents to discuss their children’s previous achievements to strengthen confidence, while asking what they are excited or worried about.
When a child says, “I don’t want to go to school,” parents should listen before trying to reassure them. The reason could be bullying, academic difficulties, fear of a teacher, comparisons with others, an upsetting experience or separation anxiety. “Before you think about how to respond, you need to understand the reason first; because knowing the reason is 50% of the solution,” Mariam said.

If tears occur on the first day, both experts advised parents to remain calm. Shamsa recommended acknowledging the child’s feelings, offering reassurance and a hug, explaining simply when the parent will return, and keeping the goodbye short and clear.
Persistent school refusal accompanied by headaches or stomachaches, sleep or appetite changes, excessive fear, frequent crying, withdrawal, nightmares, irritability or sudden refusal to attend school warrants further attention. If these signs affect daily life, parents should work with the school and seek specialist support when necessary.

Screen time should also be reduced gradually rather than suddenly, Shamsa said, with alternatives such as reading, drawing and play. Mariam stressed that managing device use should be a lifestyle rather than a school-year measure.
Finally, involving children in preparing clothes, backpacks, snacks or a morning routine chart can strengthen independence. A calm morning begins the night before, with preparation and adequate sleep.
Ultimately, success is not simply getting a child into the classroom without tears, but helping them develop security, confidence and independence, while knowing home remains a safe place to return to and share their experiences.