As the new school year begins, parents are being urged to pay closer attention to the psychological impact of returning to school. Mental health expert Noel McDermott has shared practical advice to help children and families manage the emotional transition more effectively.
McDermott explained that returning to school represents one of three central life changes that can trigger emotional and behavioural responses. These circumstances are home, work or school, and love relationships. Adjustments in any of these areas can lead to what he describes as transitional phenomena, which may include regression into earlier coping mechanisms or the development of new, sometimes maladaptive, behaviours.
He noted: “If age appropriate we don’t notice these regressions and assume correctly they will grow out of it, but when they are a little older and we see these behaviours suddenly emerge again, which they can and do through transitions, we might get worried. But, regression is normal when the three central life circumstances are affected as are adaptations.”
McDermott cautioned that some adaptations may be unhelpful. “Examples might be aggression, self harming, substance misuse, excessive drinking. These might seem extreme but often they might emerge over time. More subtle forms of expressing distress in children in particular would be sleep disturbances, changes in mood, appetite, withdrawal etc,” he said.
Even when children are generally positive about school, McDermott believes that practising ways of managing change can provide lifelong benefits. He outlined several approaches to support children and parents through the transition.
One key strategy is normalisation. He said that recognising distress during times of change as normal helps reduce anxiety. “Often, it’s the magnification or catastrophising of the behaviours that is the problem. When we can say, ‘oh this is normal’ during times of change we can manage things better.”
McDermott also highlighted the importance of planning, preparation, and practice. He recommended discussing changes in advance, organising practicalities, and easing children into new routines. Visiting a new school before term begins, he suggested, can help avoid what he called “an emotional cliff edge where you all fall off and smash into the rocks of the new reality below.”
Alongside these measures, McDermott encouraged families to increase soothing activities and emotional support during the transition. “More movie nights on the sofa, more self-care, more massages, more spa days, more friends and fun, more family meets and openness about feelings,” he said, adding that informing schools and support networks about the change can also make a difference.
Practical routines around health and well-being were also emphasised. McDermott advised focusing on four key areas: nutrition and hydration, sleep and rest, exercise, and stress management through activities such as relaxation, massage, or meditation.
For children or families with a history of mental health issues, eating disorders, or addiction, McDermott stressed the importance of creating individual support plans to prevent relapse. He explained that developing healthy habits before they are urgently needed makes it easier to rely on them in challenging times.
“Developing good habits before you need them is a sensible way to manage life,” he said.
McDermott also pointed out that parents should gradually shift children back into a school-like routine. This includes adjusting sleep schedules, reintroducing study tasks, and encouraging social interaction with peers. Discussing school plans directly with children can also ease anxiety, as avoidance often makes worries worse.
He concluded that practising these approaches not only reduces the intensity and duration of transitional difficulties but also equips families with long-term strategies for managing change.