Suggestions from an Expert for Parents on School Adaptation

Dr. Meltem Küçükdağ, a faculty member of the Department of Child and Adolescent Mental Health and Diseases at Düzce University Medical Faculty, provided important recommendations to facilitate students’ adaptation to school before the new academic year begins.
Dr. Küçükdağ noted that with the opening of schools, children generally exhibit various emotional and psychological responses. “These responses can vary depending on the child’s age, character, school experiences, and family environment. In general, while some children eagerly await returning to school, others may feel anxiety, stress, or uncertainty. The back-to-school period is a process during which children develop various emotional responses. Parents and teachers should pay attention to children’s emotional needs during this period, provide a supportive environment, and should not hesitate to seek professional help if necessary,” she said.

“It can trigger separation anxiety from their families”
Küçükdağ expressed that on the first day of school, families may encounter various psychological issues as their children start a new academic year. “These issues can stem from the difficulties their children face as well as their own anxieties and expectations. The most common psychological problems encountered during the school period can manifest in various ways in both children and families. Especially for young children, the first day of school can trigger separation anxiety from their families. This situation can also cause intense anxiety in parents. Parents may experience stress regarding whether their children will adapt to school, cry, or not. The fear of their children regarding school and new experiences can create concern for parents. Factors such as the child’s inability to socially adapt, difficulty in making friends, or academic pressures can increase parents’ anxiety levels. Parents may have high expectations regarding their children’s academic achievements. This situation can create feelings of stress and pressure in parents, especially when there is uncertainty about the child’s performance on the first day of school,” she stated.

“It can be a challenging process for children with attention and behavioral problems”
Küçükdağ listed school phobia, social anxiety, academic stress, and attention deficit hyperactivity disorder (ADHD) as the most common psychological problems encountered during the school period. “Some children may experience intense fear and reluctance to go to school. This situation can manifest with physical symptoms (such as stomach ache, headache) and negatively affect the child’s school attendance. Especially children with underdeveloped social skills may have difficulty making friends and social interactions. This situation can make it harder for the child to adapt to school and lead to social isolation. Children may experience academic stress when they face the pressure to succeed in classes. This situation can intensify, especially during exam periods, leading to a lack of self-confidence, anxiety, and even depression in children. The school period can be a challenging process for children with attention and behavioral problems like ADHD. This situation can make it difficult for children to focus on lessons and negatively affect their academic success,” she said.
Küçükdağ emphasized that the anxiety and worry children experience when returning to school can manifest with various symptoms, negatively affecting their adaptation to school. She mentioned that children often display emotional symptoms such as sadness, restlessness, crying spells, separation anxiety, and difficulty concentrating. She added that they can also show physical symptoms such as stomach aches, nausea, sleep problems, appetite changes, fatigue, and lack of energy.
Küçükdağ pointed out that children often demonstrate school anxiety through reluctance to go to school, making excuses related to illness, or attempts to escape from school. “Anxious children may become overly attached to their parents or someone they feel safe with. They may not want to be separated from their parents and want to be with them all the time. Some children may express their anxiety with anger and irritability. Resistance to going to school and sudden outbursts of anger can be observed during this period. These symptoms can indicate that the child is having difficulty adapting to school. It is important for parents and teachers to pay attention to these symptoms and take supportive measures when necessary,” she said.

“It is one of the most important duties of parents”
Küçükdağ stated that parents can encourage their children by emphasizing the positive aspects of school. “Understanding and listening to the child’s anxieties is one of the most important duties of parents. It is important to listen to them, take their concerns seriously, and support them with comforting words when necessary. Encouraging phrases such as ‘I understand you. I am proud of you’ can be used. Establishing a morning routine makes the preparation process for school more organized. Performing activities such as breakfast, brushing teeth, and packing bags in a certain order helps children start the school day more comfortably. Giving children responsibilities during the preparation process for school can increase their self-confidence. Simple tasks like choosing their own clothes or packing their bags can help children develop their independence. Parents can alleviate their children’s anxieties by providing emotional support. Children want to know that their parents believe in them and support them on the first day of school. This encourages and reassures them. It is normal for children to experience different emotions during the transition back to school. Being patient and understanding can help children navigate this process more easily. With the support they receive from their families, children can start the first day of school more comfortably and confidently. This process contributes not only to academic success but also to the child’s overall happiness and development,” she continued.
Küçükdağ pointed out that both families and teachers have important roles in children’s stress management. “Since children are not as mature as adults, they need guidance in developing coping skills for stress. Help children identify and express their feelings. Ask questions like ‘How do you feel?’ to increase their emotional awareness. Encourage a healthy lifestyle. Make daily activities such as school, homework, and free time part of a routine. Parents can provide emotional support by creating an environment filled with love and security for their children. Try to solve problems together, discuss alternative solutions, and give children responsibilities to increase their self-confidence,” she said.

“Teachers should create an atmosphere based on trust and understanding in the classroom”
Küçükdağ also provided recommendations for teachers during the adaptation process to school. “Teachers should create an atmosphere based on trust and understanding in the classroom. When children feel that their teachers understand and support them, they experience less stress. Signs such as distractibility, withdrawal, and excessive irritability may indicate that children are under stress. When you notice such signs, you can offer support by having one-on-one conversations with your students. Establish open communication with your students and show empathy. Take their feelings seriously and support them when they need it. Class discussions or individual meetings that allow children to express themselves can help reduce stress. Teach students relaxation techniques in the classroom. Deep breathing, short meditations, or simple relaxation exercises can enhance children’s coping skills with stress. You can apply these techniques between classes or before challenging activities. Provide constructive and supportive feedback to your students. Celebrating successes, appreciating efforts, and expressing areas for improvement positively can reduce children’s stress levels and increase their motivation. Maintain regular communication with families and share information about how they can support their children,” she concluded.