| Reword your questions | | | | results. Get to know what sets them off, so you can |
| As a parent, you need to be there for your children to | | | | know when to step in and alleviate their fears, before |
| help alleviate the anxiety they are experiencing. But, | | | | the problem becomes clinical. |
| instead of asking straight out what they are worried | | | | Make time for them |
| about, think about rewording your question. Ask them | | | | With the number of working mothers and fathers in |
| what their friends are worried about.They may share | | | | this difficult economy, it takes extra effort to develop a |
| more with you if you approach it indirectly. | | | | rapport with your child so they trust you with their |
| Visit the school before school starts | | | | problems. If you act interested and try to connect on a |
| Some kids have difficulty with new situations, and may | | | | daily basis, without getting upset, you will be more |
| need more help getting adjusted than others. For these | | | | successful. |
| children, it may be best to visit the school before it | | | | Many times it is difficult for children to verbalize what |
| starts and invite a friend to go with them. At least, then | | | | they are feeling. You may need to approach them |
| they will be somewhat familiar with the facilities. | | | | when they are doing something they enjoy, rather than |
| Some teachers will meet with students prior to school | | | | when they are stressed, to get the best answers. |
| beginning and give them a little tour of their classroom | | | | Parents should try to play with their children a few |
| so they can get an idea what to expect. | | | | minutes each day on an individual basis. Let them take |
| Parents can share some of their personal experiences | | | | the lead. Do not be judgmental or critical until you have |
| such as what they remember about starting school in | | | | am ample understanding of their feelings about a |
| a new place. Also tell them stories of the fun things | | | | subject. You can then navigate their child's emotions |
| you remember about school and making new friends. | | | | and prevent behavioral and conduct problems. |
| Making friends | | | | Difficult Behavior |
| Some children have difficulty making new friends. It | | | | If your child is acting out, or has behavioral problems, it |
| would be good to make the teacher aware so that | | | | could be just the back-to-school anxiety, or it could be |
| they can arrange a buddy for them to do activities | | | | something else. If it persists and interferes with their |
| together. That way they will not feel totally alone. | | | | ability to function, you can have your child evaluated by |
| Letting go | | | | a child psychiatrist. You can even go as a family to |
| Parents sometimes have as hard a time letting their | | | | have family counseling. The child will usually react |
| child go to kindergarten as their child does leaving | | | | positively knowing they are being supported by a |
| them. It is up to the parent to help them feel confident. | | | | loving family. |
| A friend of mine was quite sad that her oldest son | | | | If they are having difficulty fitting in socially, or having no |
| was going to go to kindergarten. He became worried | | | | academic success in their class, you need to catch it |
| about his mother and told her "don't worry Mommy, I | | | | early, and try to help them before it affects their desire |
| will come back from school, and we can spend time | | | | to go to school. |
| together and I will help you." Put on a brave face and | | | | Establish a routine |
| give them a big smile telling them how proud you are | | | | If the child knows what is expected of them, they will |
| of them. | | | | most likely try to follow your schedule. Making sure |
| Transitions | | | | they have a study time, meal time, chore time, play |
| One of the biggest transitions seems to be when | | | | time and bed time will help them get in a good routine. |
| children advance to middle school. They go from being | | | | If the child knows where all of their things belong |
| in only one classroom for the bulk of the day, to going | | | | including their backpack, clothes, shoes, books and |
| to several classes with many different teachers. | | | | supplies, they will not be stressed unnecessarily. You |
| Then again, when students start into high school, with | | | | can get things prepared before they go to sleep the |
| their hormones increasing, their insecurities seem to | | | | night before so they will be in a good mood when they |
| resurface. At this age, their biggest issue seems to be | | | | leave your home. |
| trying to figure out their own identity. They try to find | | | | You may need to limit television, computers and video |
| which group they fit in with. | | | | game use to help your child do better in school as well |
| Their peers become more important. Family should still | | | | as finding time to be with friends more. |
| be important, and it will be if the child is given the love | | | | Some children need extra help getting ready for |
| and security from the parents they need, without being | | | | school, so it will not help if you are anxious yourself, but |
| overbearing. They may have more relationship | | | | speak in a calm controlled way, and be as supportive |
| problems with friends and family members. | | | | as possible. |
| Adolescence is usually the time that anxiety disorders | | | | Conclusion |
| are made manifest, some of which may need | | | | A child will be more likely to succeed if they are |
| intervention with a specialist. | | | | supported in their efforts by their parents. Even with all |
| Individual Needs | | | | the demands on your time, you need to take time to |
| Be aware of the child's unique personality. You cannot | | | | connect with your school-aged children. |
| treat all of your children the same and get the same | | | | |