Going Back to School for Elementary Aged Kids

Most schools in Michigan are either already back in-person, or implementing return to in-person learning plans. While many families are excited for this shift, there are many considerations to make. Just as the shift to virtual learning was new and jarring for most, this current transition could similarly pose challenges, particularly for elementary-aged learners. We will discuss ways that parents can help support their elementary students as they learn what the in-person schooling expectations are, cope with anxiety, and develop new organizational routines.

In-Person Learning Expectations

After months of engaging in virtual schooling, it has finally become normalized for many students. The transition back to in-person school will be easy for some, but difficult for others as kids are asked to learn the appropriate in-person learning expectations once again. For example, when participating in virtual class, kids tend to have their zoom audio on mute and video screens off, allowing them to hum, talk to themselves, and wiggle as much as they want, without distracting others. While fine when learning virtually, the expectation for in-person learning is to sit quietly and calmly in class. Reminding our young learners of these expectations early, and potentially beginning to practice them at home, can lead to a more successful transition. This will be particularly helpful for some of our youngest learners, who have never been to an in-person classroom.

Alcock (2010) points out that children learn so much through play, including setting up rules for particular situations and routines. A great way to re-teach those expectations set for school is to play ‘school’ with your child, and model those expectations. If parents find themselves spreading thin with focusing on their child’s academics or behaviors, it’s recommended to focus on behaviors first. It is very difficult to learn and focus on academics if you aren’t regulated emotionally. 

Addressing Anxiety

It is normal to feel a small level of nervousness and anxiety when participating in activities we have not experienced for an extended amount of time, and for some, have never experienced at all. As students transition back to in-person learning, we should expect our kids to experience and express some level of nervousness. One way to support kids during this transition is to talk to your kids openly about what to expect when going back to in-person classes, and to honestly answer any questions that they may bring up. You can also ask their teachers about anything that has changed since the last time the kids were at school, so that you can prepare them in advance for these changes. For example, while kids were meant to keep their hand to themselves before the pandemic, they will likely need to socially distance themselves even more greatly now. Talk to your kids openly about what this looks like, and why it is important for everyone’s health and safety.

Another way to alleviate anxiety is to begin implementing your child’s in-person schooling routine well before school starts. You can even include your kids in the planning process for this when possible to increase their buy-in and engagement. Deep family bonding occurs in the planning of and carrying out routines together (Ferretti & Bub, 2016). Make healthy habits the center of that new routine, including eating meals around the same time every day, setting a bedtime and wake up time that is consistent, and engaging in physical activity time (CDC, 2020). If your child is still showing signs of heightened anxiety after practicing these routines, it’s important for parents to show support without accommodating. For example, Mateo cries and says he doesn’t want to go to in-person school because he’s afraid his peers won’t like him. As a parent, you may want to say “How could you think that? You are a smart, funny and amazing person!” While positive, this may not actually calm Mateo, as it fails to validate his emotional experience. Try instead, an empathetic statement plus a supportive statement. For example, “I know you are nervous about making new friends, but I know you can do it.” The more you can provide statements like this in response to your child’s anxiety, the more likely they are to internalize it and believe it themselves, thus learning to cope with those feelings (Lebowitz & Omer, 2013). 

Building Routines

In addition to practicing daily routines related to eating and sleeping, it will be important to start building in school preparation routines, as well. While engaging in virtual learning, there may have been more time in the morning to sleep in and eat breakfast because travel time was off the agenda. Additionally, there may not have been a need to double check backpacks in the morning, or pack a lunch the night before. Going back to in-person learning means re-integrating these important organizational routines. As was previously mentioned, your kids will respond best, and be more invested in the routine, when they are involved in the planning. In fact, children are able to recognize and define routines as young as 5 years old (Rogoff, 2007). One way to involve your child in the process is to make a list of tasks, and allow them to choose which roles they want to be responsible for. Maybe they can pack their backpack each night, while a parent organizes the lunches. It can also be helpful to set-up a reward system to reinforce these new routines. For example, if your child wakes up on time, they can earn stickers on their chart that get them extra time with a parent after school, or earn them some other predetermined reward. Setting up a visual schedule with the new daily routine on it can also work as a helpful tool for supporting this transition. For more great tips on shaping behaviors and supporting transitions, please visit our video resources page to check out the Cooperation Chart. 

Conclusion

This pandemic has brought immense change and uncertainty into all of our lives. While some level of anxiety and disorganization is expected as we transition our kids back to in-person learning, preparing for this transition in advance is a key step to supporting this change. Most importantly though, remember to be kind and patient with yourself.

References 

Alcock, S.. (2010) Young children’s playfully complex communication: distributed imagination. European Early Childhood Education Research Journal 18:2, pages 215-228.

CDC. (2020, December 02). Anxiety and depression in children: Get the facts. Retrieved February 04, 2021, from https://www.cdc.gov/childrensmentalhealth/features/anxiety-depression-children.html

Ferretti, L. K., & Bub, K. L. (2016). Family Routines and School Readiness During the Transition to Kindergarten. Taylor and Francis online. Retrieved February 04, 2021, from https://doi.org/10.1080/10409289.2016.1195671

Lebowitz, E. R., & Omer, H. (2013). Treating childhood and adolescent anxiety: A guide for caregivers (1st ed.). Chichester: John Wiley & Sons.Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chávez, M., & Solís, J. (2007). Children’s Development of Cultural Repertoires through Participation in Everyday Routines and Practices. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (p. 490–515). The Guilford Press.