Early Childhood Commission urges parents to support children’s back-to-school transition

While the start of a new school year is often an exciting time, it can also evoke feelings of uncertainty, anxiety and apprehension for some children.

After weeks of a more relaxed summer routine, children are once again required to adjust to early mornings, structured schedules and academic demands, while some may also be navigating a new school, teacher, or classroom environment.

So, how can parents help their children make a smooth transition back to school?

Speaking on the Jamaica Information Service (JIS) ‘Get the Facts’ television programme on August 30, Senior Director of Sector Support Services at the Early Childhood Commission, Simone Ellis-Dixon, said parents should, where possible, prepare meals in advance.

“That is going to help with the breakfast aspect… and even prepare something for them to eat before bed. So those meal preparations will help the parent adjust. Our reality is what it is. Some parents might not have that luxury of meal prepping, but at least they can try… to put things aside for the child for the next day or before they go to bed,” Ellis-Dixon said.

She noted that while some students are excited and eager to return to school, others may be more reluctant.

“[Say to the child] … ‘you’re going to learn a lot of things; you’re going to find new friends.... finding new friends is awesome’. Sometimes we have lifelong friends, so let them know that they can find that new friend. If the child is nervous, look at what is causing that nervousness; don’t’ignore it,” Mrs. Ellis-Dixon stated.

“Listen to the child, talk to the child… [ask] ‘why are you nervous?’… then listen. It is important that we listen to our young children. It doesn’t matter the age, as long as they are talking,” she added.

Ellis-Dixon also encourages parents to set clear and realistic expectations for their children without placing unnecessary pressure on them.

“Set goals for your children… and have a discussion and agreement with them. Let the child tell you what their goal is, or you can explain [those you have set] to the child. But let them know and agree on it. The affirmation is important… and let them know that they can [fulfil their goals],” she emphasised.

The Senior Director also encourages parents to avoid comparing their children with siblings or other students.

“Comparison kills confidence, and that’s what we don’t want for a child entering school. We don’t want children to feel inferior to others or lack the confidence to function effectively in the school environment. They should, instead, focus on competing with themselves [and striving for their personal growth],” she said.

Ellis-Dixon further advised that parents can help their children develop healthy strategies for managing school-related stress.

“We always tell parents – ‘whatever you are feeling, the child is feeling that much more’. If you feel like you need a hug, the child [also] needs that hug,” she stated, adding that parents should be the first person that their child goes to for support.

“You must be that go-to person. So, when you start that conversation ask them – ‘what happened at school today?’ Don’t volunteer any other information. Don’t prompt them… and the child might start the conversation at the end, they might start at the beginning, or they might start in the middle,” the Senior Director explained.

She further advises parents to ask open-ended questions, such as, “What happened next?” noting that this prompts children to think about and recount their experiences.

“Speaking from experience with (the open-ended question approach), you get the full story of what happened. That builds confidence in the child who will say, ‘oh, mommy’s actually listening to me’. Additionally, when [they] share [their experiences], say ‘thank you for sharing that with me’,” the Senior Director said.

Ellis-Dixon also urges parents to be less harsh in their interactions with their children, noting that a supportive and understanding approach makes it easier for youngsters to speak openly about any challenges they may be experiencing at school.

The Senior Director further noted that students may sometimes face sensitive issues in the school environment but feel uncomfortable approaching their parents or guardians to discuss them.

Ellis-Dixon said that in such situations, parents need to be willing to remain silent at times and simply listen to what their children have to say.

“In addition to that, based on what is happening in the classroom, the child might go to the teacher to have that conversation. So [if the teacher has] that conversation with the child, [the teacher] can have that conversation with the parents. That conversation between the parent and the teacher is going to be important… to make that adjustment to be supportive to the child,” she added.

Ellis-Dixon emphasised the need for seamless communication among parents, teachers and children.

“Because if it’s not there, we are going to have issues. We are going to have issues at home and we are going to have issues at school. Because sometimes, some children behave a particular way at school and if the parent is strict, they behave another way at home. That’s not what we want. We want the same child that turns up at school to be the same child at home,” she stated.

“So that relationship must be nourished, it must be supported. That relationship must give clarity… and must give direction. That relationship must be consistent for both the teacher and the parent, and that relationship must be respected,” Mrs. Ellis-Dixon added.

- JIS News

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