Mixed feelings of joy, anticipation, but also uncertainty and anxiety are caused by the return of students to their desks after more than two months of carefree. According to the organization “Together for the Child”it has been observed that common sources of anxiety for children are making new friends and keeping old ones, changing teachers and curriculum, and increasing the amount of homework. “It’s normal for all children to experience anxiety,” she emphasizes to APE-MPE psychologist – psychotherapist, administrative manager of counseling of Line 115 25 and the Counseling Center of Together for Children, Eleni Koutsopouloubut adding that there is a limit, which if exceeded, the child should receive support.

The scientific team of Together for Children compiled a guide (https://mazigiatopaidi.gr/pos-stirizoume-ta-paidia-kata-tin-epistrofi-sto-scholeio/) to help parents and caregivers support children in their imminent transition to the next school class or educational level. Among other things, it is mentioned that the preparation of children before returning to school is of key importance as it helps them get familiar and plan a routine in the face of the unknown, which reduces uncertainty. It is very important, as mentioned in the guide, that parents show interest and listen to the children’s feelings, explain that their anxiety is normal and, in general, pay attention to all those critical details that will make the transition of the children smoother. children in their new reality.

For some children, the adjustment can be a little more difficult, and there are specific signs that can tell parents that their child is being stressed. “We should emphasize that it is important for a child to be reinforced so that he can express either his pleasant or unpleasant emotion. In this way we can detect any changes and realize if something is troubling him in his daily life. With regard to the signs that may indicate some form of pressure at a psychosomatic level, they may be abdominal pain, headaches, the tendency to vomit, loss of appetite, difficulties in sleeping, etc. At the behavioral level, we are concerned if there is a change in the child’s behavior in a short period of time, such as persistent refusal to go to school, withdrawal, irritability, etc.,” emphasizes Mrs. Koutsopoulou.

It is often difficult for parents to distinguish when their child is experiencing a stressful situation that is within the limits of what is permissible from stress that needs attention. “The start of the new year brings students face to face with the unknown. It is normal for all children to experience anxiety, to a lesser or greater extent, on the occasion of their imminent return to the classrooms. The salient difference between normal and pathological anxiety lies in the degree of functioning. Anxiety becomes a problem when it causes a significant impairment in the child’s ability to cope with the demands of everyday life. In these cases we observe persistent requests to avoid school, low mood for more than a week, conflicts with parents and family siblings. In addition, signs of pathological anxiety can be the sharp drop in the student’s performance, the creation of catastrophic scenarios for the new year and the physical discomforts that pose obstacles to the performance of daily activities”, adds the psychologist-psychotherapist speaking to APE-MPE.

A key point, which often makes it difficult for parents in these common situations, is to understand the true dimensions of any problem in order to choose the most effective way to deal with it. “Facing challenges in the family context, especially during times of change and transition is something completely expected and natural. If parents notice that the difficulties do not subside or even intensify, or if they doubt whether the way they have chosen to manage a difficulty suits them, contact with a mental health specialist can be from helpful to necessary.” points out Mrs. Koutsopoulou, underlining at the same time that the feedback from the school can be very useful in terms of the image the child has at school and therefore the cooperation between parents and teachers is particularly beneficial.

Students of all ages face challenges starting the school year, but there are two milestones in a child’s school life that can present the most difficulty. “Each developmental period has its own difficulties. Greater challenges are often seen in the transitions from kindergarten to elementary school and from elementary school to high school. In these two milestones not only are there special developmental needs (transition from infancy to school age as well as the transition to adolescence) but also children are called to learn anew and adapt to the requirements of a new educational level, something that requires adjustments to learning, personal and social level. In other words, the children “lose” the familiar routines, the familiar school environment, the familiar teachers/professors and possibly also their existing groups. For this reason, the most common concerns of children transitioning to a new school level are making and keeping friends, reading at home, decreasing free time, and the expectations of important adults in their lives. Finally, it is good to note that – regardless of age – children with learning difficulties, children who are managing multiple changes in their lives, children who have experienced school bullying and/or children who do not have parental support, may need more support”, concludes Mr. Koutsopoulou.