Transitioning back to school in the COVID-19 era can present many challenges for parents and children. Many parents have reported that learning from home has given their child the opportunity to work at their own pace. Many children have also benefitted from the 1:1 support which has helped with learning.
The shorter school day and flexibility for rest breaks has also meant that fatigue has been less of an issue. In addition, anxiety has improved for some children as a result of these factors. Given this, it is no wonder that returning to school comes with a mix of relief and excitement along with a new set of stresses for children and parents.
Reassure your child that it is safe to go to school
Many parents had conversations with their children about the importance of learning from home to keep them healthy and safe. Some children may now worry about the safety of returning to school.
To help your child feel safe, have a conversation with them explaining that:
• the decision to return to school is based on medical advice
• children do not usually get sick from COVID-19
• everyone at school is working hard to make sure that children are safe
• anyone who is unwell will stay at home
• the government is keeping an eye on things – if it starts to be unsafe, decisions about what to do will be made
• reassure your child that it is normal to have mixed emotions such as excitement, relief, worry and anger
• discuss what they are looking forward to and what they are worrying about
• reinforce good hygiene practices.
After school, it will be important to:
• talk to your child about their day, including what they enjoyed, what they felt worried about and what they are looking forward to tomorrow
• schedule extra family time as your child is likely to have missed being at home with you
• your child may feel more fatigued and will benefit from quiet activities to recharge.
Prepare your child for changes to usual school processes
Your school may have made changes to their normal processes. Your school will communicate these changes with you – these may vary across schools. To help prepare your child:
• talk to your child about upcoming changes - the more they understand the changes, the more comfortable they are likely to feel about them
• write social stories with your child about changes to routine
• ask to have an extra online 1:1 session between the teacher and/or learning support worker and your child before going back to school
• see if there are any strategies that home learning enabled that you might be able to take to the classroom
• ask your child what will make their transition back to school easier and see if this can be accommodated by your child’s teacher, for example, knowing the class seating plan or the first activity of the day may help.
Re-establish normal routines in the lead up to school
• The week before: Return children to their usual wake up and bedtime routines, as well as breakfast and morning snack/lunch.
• The day before: Involve your child in packing their bag and preparing their uniform - this leaves you plenty of time to notice if anything is forgotten.
• The morning of: Allow more time than usual to get ready.
Some schools may not allow parents to walk children to their classroom. This may make it harder for some children to separate from parents. Prepare your child for this by:
• discussing what might be different about the drop off and pick up procedures and how you will manage it as a family
• talk through the new procedure and role play or write social stories
• reassure your child that there will be plenty of staff to help take them to their classrooms
• ask your child if there is anything that will make this easier for them, such as arriving to school with a buddy or taking a special item that helps them feel ‘brave’.
Returning to school before siblings
Younger children returning to school earlier than other family members may feel disappointed that their siblings are continuing with home learning or may feel disconnected from the family. You can help your child by:
• reassuring them that is ok to feel disappointed
• explaining that all children will be returning to school soon
• allowing your child to pick a fun activity to complete when they get home from school so that they have something to look forward to
• avoid scheduling any ‘fun’ activities with other family members or friends whilst your child is at school.
Tips for children with cognitive and behavioural challenges
As children adjust to the new routine, cognitive and/or behavioural difficulties may seem more challenging. The following strategies can help children with an acquired brain injury (ABI) or other neurodevelopmental difficulties to avoid these issues as they transition back to school
• Fatigue may be more problematic for these children either as a direct consequence of their difficulties or due to the extra effort it takes for them to readjust to change. Consider slowly increasing your child’s attendance at school to help combat fatigue – you may consider shorter days or rest days.
• Speak to the school about incorporating more rest breaks throughout the day for your child.
• Speak to your school about reducing or eliminating homework until your child has settled back into a routine.
• Ensure that your child is linked in with the learning support and wellbeing team.
• Educate staff who are either new or unfamiliar with your child about their brain injury or neurodevelopmental disorder – For example, ABI is often the ‘invisible’ injury and those working with your child should be made aware of their needs, as well as strengths and weaknesses.
• As children readjust to the pleasures and challenges associated with school, they may show greater difficulties with emotional regulation and challenging behaviour – remember, this is likely to be part of the readjustment phase and should improve with time.
• Your child may need your help to regulate. You may find it helpful to create a calm corner with a ‘tool box’ of calming and distracting items, as well as adding some relaxation strategies into the daily routine. Exercise can also assist.
Finding extra support
If you need extra support or clarity in regards to your child’s needs and learning challenges, referral to an appropriate psychologist for a detailed assessment and advice may be warranted. For example, a paediatric neuropsychologist can provide a differential diagnosis and strategies, and direct you to an appropriate special education tutor or any other healthcare specialist that may be required.
There are number of ways to access a psychologist. You can:
• use the Australia-wide Find a Psychologist service. Go to findapsychologist.org.au or call 1800 333 497
• ask your GP or another health professional to refer you.
Acknowledgments
This resource was prepared by the:
