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Back-To-School Stress: Supporting Anxious Children and Coping with School Refusal

As summer days give way to the crisp air of autumn, a familiar but often challenging chapter unfolds in the lives of many families: the return to school. While back-to-school excitement fills the air for some, it’s essential to acknowledge that many children experience varying degrees of anxiety, panic, or outright refusal when faced with the prospect of returning to the classroom. This article aims to shed light on the common phenomenon of back-to-school stress, with a particular focus on parents whose children are feeling anxious, panicky, or refusing to go to school.

Understanding Back-to-School Stress

Back-to-school stress is a perfectly normal response to the significant changes that come with the start of a new school year. Even under typical circumstances, children might experience heightened anxiety as they grapple with new teachers, classmates, schedules, and academic challenges. However, the COVID-19 pandemic has introduced a new layer of complexity to this issue. Extended periods of remote learning, social isolation, and uncertainty have intensified feelings of anxiety in many students.

Identifying the Signs

Parents should be vigilant in recognizing signs of back-to-school stress in their children, which can manifest in various ways. Some common indicators include:

  1. Physical Symptoms: Headaches, stomachaches, nausea, and sleep disturbances are often physical manifestations of stress in children.
  2. Emotional Changes: Increased irritability, mood swings, tearfulness, or clinginess may signal underlying anxiety.
  3. Behavioral Shifts: Refusal to attend school, withdrawal from friends and family, and reluctance to participate in activities they once enjoyed are red flags.
  4. Academic Struggles: A sudden drop in academic performance can be a sign that a child is struggling to cope with stress.
  5. Expressing Worry: Children may voice concerns about various aspects of school, such as making friends, academic pressure, or fear of bullying.

Supporting Anxious Children

  1. Open Communication: Encourage open and non-judgmental communication with your child. Let them express their fears and concerns without interruption, and validate their feelings.
  2. Normalize Anxiety: It’s essential to normalize anxiety as a common human experience. Share your own experiences with stress and discuss healthy ways to manage it.
  3. Establish Routines: Predictable routines provide a sense of security and can help alleviate anxiety. Create a daily schedule that includes time for homework, relaxation, and family activities.
  4. Practice Relaxation Techniques: Teach your child relaxation techniques such as deep breathing, meditation, or mindfulness exercises to manage stress.
  5. Seek Professional Help: If your child’s anxiety is severe or persistent, consider consulting a mental health professional who specializes in working with children and adolescents.

Overcoming School Refusal

School refusal, when a child adamantly refuses to attend school, can be an alarming development for parents. It’s essential to address this issue promptly:

  1. Identify the Underlying Cause: School refusal can stem from various factors, such as academic pressure, social anxiety, bullying, or a fear of separation from parents. Pinpointing the root cause is crucial.
  2. Collaborate with School Personnel: Work closely with teachers, counselors, and school administrators to develop a plan for easing your child back into school. They can offer valuable insights and support.
  3. Gradual Reintegration: Start with shorter school days or partial attendance if necessary, gradually increasing the time your child spends in school.
  4. Professional Help: Consider seeking help from a child psychologist or therapist who specializes in school refusal. They can provide strategies and interventions tailored to your child’s needs.

Back-to-school stress is a common experience for many children, but it can be particularly challenging for those who feel anxious, panicky or refuse to go to school. As parents, it’s our responsibility to provide support, understanding, and guidance during these challenging times. By recognizing the signs, maintaining open communication, and seeking professional help when necessary, we can help our children overcome their anxieties and ensure a successful return to school. Remember that you’re not alone in this journey, and there are resources available to assist both you and your child in navigating back-to-school stress.

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Nurturing Hearts and Minds: Trauma-Informed SEL

In the intricate tapestry of education, we often encounter students with untold stories of resilience and strength, hidden beneath the shadows of past traumas. As educators and caregivers, it is our collective responsibility to create an environment that not only nurtures academic growth but also prioritizes emotional well-being. Enter Trauma-Informed Social-Emotional Learning (SEL), an approach that stands as a beacon of hope for our students who have faced adversity. In this blog article, we embark on a journey to explore the profound impact of trauma-informed SEL in schools and homes, witnessing its transformative power in cultivating resilient hearts and compassionate minds. Join us as we uncover the key elements that make SEL a profound refuge for healing, growth, and academic triumph.

History of Social-Emotional Learning (SEL):

Social-Emotional Learning (SEL) is an educational approach that focuses on nurturing and developing students’ social and emotional skills. It aims to help students understand and manage their emotions, establish positive relationships, demonstrate empathy and compassion, make responsible decisions, and effectively communicate with others. SEL recognizes the importance of fostering emotional intelligence and well-being to enhance students’ overall academic success and prepare them for life beyond the classroom.

  1. Emergence in the 20th Century: The roots of SEL can be traced back to the early 20th century, with early theories in psychology emphasizing the significance of emotional development and interpersonal skills in individuals’ lives.
  2. The Humanistic Psychology Movement: In the 1950s and 1960s, humanistic psychologists, such as Carl Rogers and Abraham Maslow, emphasized the importance of understanding and nurturing human emotions, self-awareness, and self-esteem.
  3. The Social Skills Movement: In the 1970s, there was a growing emphasis on teaching social skills to students, recognizing that interpersonal competence plays a vital role in students’ overall adjustment and academic performance.
  4. Collaborative for Academic, Social, and Emotional Learning (CASEL): In 1994, CASEL was established as a nonprofit organization to promote SEL in educational settings. CASEL has played a pivotal role in advancing research, setting standards, and providing resources for implementing evidence-based SEL programs.
  5. The Recognition of Emotional Intelligence: In the mid-1990s, the concept of emotional intelligence gained prominence, with scholars like Daniel Goleman highlighting the importance of emotional intelligence in personal and professional success.
  6. Introduction of SEL Programs: Throughout the late 1990s and early 2000s, various SEL programs were developed and implemented in schools worldwide. Programs like “Second Step,” “Responsive Classroom,” and “Positive Action” aimed to enhance students’ social and emotional competencies.
  7. Incorporation into Educational Standards: Over time, SEL has been increasingly recognized as an essential component of education. Many educational systems and states in the United States have incorporated SEL into their curriculum and standards.
  8. Research and Validation: A growing body of research in the 21st century has provided strong evidence for the positive impact of SEL on students’ academic achievement, well-being, and long-term success.
  9. Global Adoption: SEL has gained international recognition, with schools and educational institutions around the world embracing SEL principles as part of their holistic approach to education.

Is SEL also TIC?

SEL skills are inherently trauma-informed due to their focus on fostering emotional intelligence, self-awareness, and empathy. Trauma-informed SEL recognizes that many students may have experienced adverse events or challenging circumstances, and it acknowledges the potential impact of trauma on their emotional and social development. Here’s some reasons why Social-Emotional Learnings skills are based on Trauma-Informed Care:

  1. Creating Safe and Supportive Environments: Trauma-informed SEL emphasizes the importance of creating safe and supportive learning environments. By prioritizing emotional safety, students are encouraged to express themselves without fear of judgment or retribution. This supportive atmosphere allows children to build trust with their teachers and peers, fostering a sense of security necessary for healing and growth.
  2. Promoting Emotional Regulation: SEL equips students with essential emotional regulation skills, empowering them to manage their emotions effectively. For students who have experienced trauma, emotions can be overwhelming and challenging to control. Learning techniques to identify, understand, and cope with emotions enables students to navigate their feelings constructively, reducing the risk of triggers and emotional dysregulation.
  3. Encouraging Resilience: Trauma-informed SEL emphasizes the development of resilience in students. By teaching coping strategies and problem-solving skills, students gain the ability to bounce back from adverse experiences, promoting a sense of mastery and self-efficacy. Resilience enables students to face and overcome challenges, a vital aspect of healing from trauma.
  4. Cultivating Empathy and Understanding: SEL activities promote empathy and understanding among students. By encouraging perspective-taking and active listening, trauma-informed SEL fosters a compassionate and empathetic school community. For students who have experienced trauma, feeling understood and supported by peers can be immensely healing.
  5. Addressing Trauma’s Impact on Learning: Trauma can significantly affect a student’s ability to focus, learn, and engage in the classroom. Trauma-informed SEL recognizes and addresses these impacts, providing strategies to support students’ academic progress while considering their emotional well-being.
  6. Building Strong Relationships: Trauma-informed SEL emphasizes building strong and positive relationships between teachers and students. Establishing secure attachments with caring adults can be transformative for students who have experienced trauma, as it provides a reliable source of support and nurturance.
  7. Encouraging Student Agency: Trauma-informed SEL emphasizes empowering students to have agency in their own healing and development. By involving students in setting goals and making decisions about their learning, they gain a sense of control and ownership over their growth process, which can be particularly empowering for those who have experienced trauma.

SEL skills are TIC because they prioritize emotional well-being, foster safe and supportive environments, promote emotional regulation, and encourage resilience and empathy. By incorporating trauma-informed SEL practices in educational settings, we can better support all students, including those who have experienced trauma, on their journey to healing, growth, and academic success.

How do you do SEL?

Here are twenty ways that a classroom or home can can use social-emotional learning skills:

  1. Mindful Breathing: Teach children to practice deep breathing to calm their minds and manage stress.
  2. Emotion Check-In: Encourage students to express their feelings and emotions through check-in sessions at the beginning of the day.
  3. Journaling: Provide students with journals to write about their experiences, emotions, and reflections.
  4. Gratitude Circle: Gather students to share things they are thankful for, fostering a positive and appreciative mindset.
  5. Empathy Role Play: Engage students in role-playing scenarios to develop empathy and understanding of others’ perspectives.
  6. Positive Affirmations: Incorporate daily affirmations to boost self-esteem and promote a positive self-image.
  7. Conflict Resolution: Teach problem-solving strategies and communication skills to handle conflicts constructively.
  8. Growth Mindset Activities: Encourage a growth mindset by celebrating effort, persistence, and learning from mistakes.
  9. Acts of Kindness: Implement acts of kindness challenges, where students perform random acts of kindness for others.
  10. SEL Read-Alouds: Use books with SEL themes to spark discussions and reflections on emotions and social situations.
  11. Mindfulness Exercises: Introduce various mindfulness activities, such as body scans and mindful eating, to promote focus and self-awareness.
  12. SEL Board Games: Utilize board games that promote cooperation, empathy, and emotional intelligence.
  13. Social Skills Charades: Play a game of charades to practice identifying and expressing different emotions and social cues.
  14. Team-Building Activities: Engage students in team-building exercises to foster collaboration and teamwork.
  15. SEL Art Projects: Use art as a medium for students to express their emotions and promote creativity.
  16. SEL Puzzles: Create puzzles with emotions and social situations to encourage problem-solving and emotional recognition.
  17. SEL Videos: Show age-appropriate videos that highlight social-emotional themes for group discussions.
  18. Relaxation Exercises: Lead guided relaxation sessions to help students unwind and manage stress.
  19. SEL Reflection Sheets: Provide reflection sheets for students to assess their emotional states and set goals for improvement.
  20. SEL Appreciation Letters: Encourage students to write appreciation letters to peers, teachers, or family members, recognizing their positive qualities and actions.

Remember that these activities can be adapted based on the age group and preferences of the children. By incorporating these SEL activities into both classroom and home settings, children can develop essential social-emotional skills that will benefit them throughout their lives.

Resources for SEL:

Popular Internet Sites for SEL Resources:

  1. CASEL (Collaborative for Academic, Social, and Emotional Learning): Offers research-based resources, lesson plans, and information on implementing SEL in schools and communities.
    Website: https://casel.org/
  2. Edutopia – Social and Emotional Learning: A collection of articles, videos, and practical tips for integrating SEL into classrooms.
    Website: https://www.edutopia.org/topic/sel-social-emotional-learning
  3. Greater Good Magazine – Education: Provides articles and resources on SEL, mindfulness, and positive psychology for educators and parents.
    Website: https://greatergood.berkeley.edu/education
  4. Understood: Offers resources and support for parents and teachers working with children with learning and attention issues, including SEL strategies.
    Website: https://www.understood.org/en/school-learning/learning-at-home/social-emotional-skills
  5. Teach Starter – Social-Emotional Learning: Provides downloadable resources, posters, and activities to support SEL in the classroom.
    Website: https://www.teachstarter.com/us/teaching-resource-collection/social-emotional-learning-us/

Popular Books on SEL for Parents and Teachers:

These websites and books offer valuable insights, strategies, and practical tools for parents and teachers to support children’s social and emotional development effectively. Whether it’s in the classroom or at home, incorporating SEL practices can positively impact a child’s overall well-being and success.

The Growing Impact of Social-Emotional Learning in Education

  1. “The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind” by Daniel J. Siegel and Tina Payne Bryson.
  2. “Mindful Games: Sharing Mindfulness and Meditation with Children, Teens, and Families” by Susan Kaiser Greenland.
  3. “Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive” by Marc Brackett.
  4. “SEL Every Day: Integrating Social and Emotional Learning with Instruction in Secondary Classrooms” by Meena Srinivasan.
  5. “The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives” by William Stixrud and Ned Johnson.
  6. “The Power of Showing Up: How Parental Presence Shapes Who Our Kids Become and How Their Brains Get Wired” by Daniel J. Siegel and Tina Payne Bryson.
  7. “Teaching Kids to Thrive: Essential Skills for Success” by Debbie Silver, Dedra Stafford, and Jack C. Berckemeyer.
  8. “Raising an Emotionally Intelligent Child: The Heart of Parenting” by John Gottman and Joan DeClaire.
  9. “The Emotionally Intelligent Parent: How to Raise a Self-Disciplined, Responsible, Socially Skilled Child” by Maurice J. Elias and Steven E. Tobias.
  10. “Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them” by Ross W. Greene.

The Promising Future of SEL in TIC

The McGraw Hill survey conducted in July 2021 highlighted a positive trend in the United States. More than half of the educators surveyed reported that their schools had already embraced SEL curriculum, indicating a shift towards recognizing the value of addressing students’ social and emotional needs.

As SEL continues to gain momentum, it will undoubtedly play an instrumental role in shaping the future of education. By prioritizing the emotional well-being of students, educational institutions can create nurturing environments where students flourish academically and emotionally. SEL empowers students with crucial life skills that extend beyond the classroom, contributing to their overall personal and professional success.

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Social skills will help your child have a great school year!

by Ron Huxley, LMFT

It is always surprising to me how many children actually like school. I don’t know if things are different now from when I was growing up but as a child I thought summer went so quickly and dreaded having to return to the demanding routines of homework. As I watch my grandson and friends children get ready for school, they seem so excited to get back to school. Perhaps it is just the parents excitement?

One of the common denominators it seems for these eager children is the power of social connections. Getting to see friends again or making new ones is a strong drive in all of us. Unfortunately, not all children are good at making friends. They might have the want to but not the know-how for successful social skills.

One way parents can help children improve these skills is by using social scripts. Applicable to all children but commonly employed with autistic spectrum or attention deficit children, social scripts teach basic skills on interacting with peers, help manage anxiety, and addressing interfering behaviors like aggression, fear and obsessions. The underlying principle of social scripts is the cognitive technique of rehearsal or role play. It’s kind of like practicing for a play but the play is life. Like learning any new rote activity, you feel awkward at first and the words seem, well “scripted”, but with practice you become more spontaneous and comfortable.

There are some excellent websites that have detailed instructions for parents of children with developmental challenges:

http://www.polyxo.com/socialstories/

http://www.adders.org/socialstories.htm

http://www.thegraycenter.org/social-stories

Originally created by Carol Gray of The Gray Center, social scripts were designed to be an intervention for developmentally challenged children.  There are several books, DVD’s, and topical scripts that parents can use with their child. The one thing that a published script can’t give is awareness of a child’s social context. I recommend that parents talk to teachers, see their child on the playground, ask a friend for honest feedback and talk with other parents of special needs children to get ideas on how to create a personalized script. Additionally, scripts should focus on reinforcing a child’s strengths and applaud any effort at positive social interactions.

The elements of a good social script include “who” is involved, “what” happens, “when” the event takes place, “why” it happens and “how” it happens. The subject for these elements could be asking to play a game, telling a joke, giving others personal space, waiting ones turn, sharing with others, being more assertive, etc. Older children may need more detail about feelings and motivations than younger children.

Parents of all children can use expressive and dramatic play to rehearse a social script. Set up a target topic, like telling a joke, and then draw it out on paper, use puppets to show interactions, dress up in home-made costumes and act it out or just have a spontaneous conversation in the car on the way to school. I used made up stories about forest animals struggling to get along with other animals when my children were young. I have used toys figures with my clients in family therapy to role play tough social situations. The more creative, the more fun. Give high fives and words of praise to increase motivation. Talk about how it worked afterwards and re-rehearse if necessary.

Helping our children feel and be more competent socially will help them be more successful academically. It will improve self-esteem and help to create leaders in the world.

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School Daze (or Back to School Again)

by Ron Huxley, LMFT

Some children find school an exhilarating challenge, while others are overwhelmed. Parents of young children can help them by being more involved in school. If you have the time or a flexible work schedule, you can participate in the classroom one day a week. This affords you the opportunity to observe your child and to help the teacher, who probably has his or her hands full. You can see what problems your child has adjusting to the school routines and find ways, by modeling the teacher, to help your child. Your presence also gives the younger child a feeling of security to know mom or dad is close by. Unfortunately some parents do not have this flexibility to take off a day and participate in their child’s classroom. You can still stay involved by attending parent/teacher conferences, calling the teacher periodically to see how your child is doing, and keeping informed about overall school events as well as your child’s individual performance.

Parents can also reduce their child’s school daze by helping them learn good study skills and overcome homework malaise. Self-discipline can be a difficult trait to build, but it is crucial to academic success. While IQ is important, a child’s feeling of confidence in herself and her ability to master a subject is also critically important. Make sure your child knows how to study and finds it a positive, rewarding experience. You can do this by using the “Homework Hassles” parenting tool. In addition, you should encourage children’s natural curiosity to learn. Provide opportunities to discover new things. Get excited about your child’s projects, both at home and school. Post school work on the refrigerator door as if they are pieces of famous artwork. And talk regularly with your child about his feelings about school. Is he afraid of another student? Does he think the teacher is nice or mean? What is it like riding the bus, or eating school cafeteria food, or playing at recess? Who are his friends and why does he like them? Even busy parents can find time for these discussions.

Use communication parenting tools to validate a child’s feelings about school without getting caught up in them at the same time. Remember that empathizing with a child (hearing about feelings and acknowledging their validity) is different from sympathizing with a child (feeling what they feel, be it mad, overwhelmed, or dazed). The former allows the parent to help solve problems while the latter get parents caught up emotionally in the problem.

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“He Never Acts This Way At School!”
By Ron Huxley

“The energy which makes a child hard to manage is the energy which afterward makes him a manager of life.” – Henry Ward Beecher"

by Ron Huxley, LMFT

Have you ever heard a parent say this or perhaps said it yourself? Why do some children misbehave at home and not other settings, like school? While the opposite situation might be true, where the child misbehaves at school and not home, let’s look at this common parenting frustration.

Teaching is a good definition of balanced discipline. In fact, the word discipline comes from the root word “disciplinare”, which means to teach or instruct. Most parents understand discipline as reducing inappropriate behaviors (punishment) instead of helping children achieve competence, self-control, self-direction, and social skills. Of course, all parents want this. But reinforcing appropriate behaviors seems like a luxury or fantasy when parents are having problems with their children. One reason for this may be the act of juggling work and family that so many contemporary parents find themselves performing. In this situation, only the most annoying or irritating behaviors are sure to get a parents attention. Children quickly learn that good behavior or even quiet, self-directed behavior rarely gets the attention of overloaded parents. Good behavior is one less thing a parent has to deal with while bad behavior guarantee parents attention. This is what educators and therapists call “negative attention” – a powerful reinforcer of children’s misbehavior.

So when parents say their child doesn’t misbehave in school, perhaps we should investigate the school/teaching model a little closer to see what frustrated parents can use when disciplining their children. Of course, as any teacher will admit, perfect behavior from children never occurs at school or anywhere else. But, let’s compare school behaviors to home discipline and ask a few questions.

Schools are learning environments. Discipline requires a learning environment characterized by positive, nurturing parent-child relationships. Is your home a learning environment or an entertainment center? Are their books, activities and private spaces for children?

Teachers use a curriculum. Discipline occurs when a plan or structure is in place for children. Do you know what you want to teach your children? What values or ideas do you want your children to believe? Is there a set time or routine for learning these things? Are you available to the child for help and instruction? Do you have materials available to educate you about topics you want to teach your children? Are there regular discussions about daily responsibilities, spiritual ideas, personal dreams, and problem areas? Grades are used to evaluate a child’s progress in school. Discipline can be both an instruction and a measurement of children’s behavior. What grade would you give your child in hygiene, social ability, responsibility, etc.? What rewards (physical or verbal) are given for “A” grades? Are parent-child conferences held to discuss strengths and weaknesses and make a plan for improvement? Do children get regular feedback from parents on how they are doing at home?

Teachers are in charge of the classroom and model appropriate behavior. Discipline is most effective when parents remember that they are the leaders of the home and “practice what they preach.” Are you firm and consistent in your discipline with your children? Do you model appropriate behavior for your children? Do you give the things, to your children, that you ask for, from your children, such as respect? Do you say what you mean rather than threaten or bribe children? Do you have a list of rules posted where children can see them? Do you allow children to “raise their hands” and ask questions? Do you listen attentively to those questions and give an appropriate answer?

Children, in schools, are given opportunities to explore and understand the world and themselves. Discipline is about internal control and not just external control. Do you give your child choices that require him or her to think about consequence? Are children recognized for behaving in an appropriate manner? Are there any “field trips” that children go on to inspire, instruct, or experience appropriate behavior? Are children give opportunities to act in a responsible and trustworthy manner? Are children encouraged to help their siblings and work as teams? Are there any parties for celebrating hard work?

Classrooms have rules that children must follow. Are their assigned seats at the dinner table or car? Are there any rules about waiting, talking, and seeking help? Do children get to “line up first” or “pass out the snacks” for exemplary behaviors? Are consequences given for inappropriate behaviors? Do children get warnings about misbehavior? Do children get to go to recess when they misbehave? Are the rules discussed with the children, posted where everyone can see them, and frequently reviewed?

Schools have recesses, school holidays, and summer breaks. Discipline is about doing nothing as much as it is about doing something. Do you allow your child to make mistakes and decide difficult (but not dangerous) situations on their own? Are there healthy balances between fun and chores, rest and responsibilities, work-time and playtime? Do you allow your child to simply be a child? Are developmental expectations appropriate to the age and abilities of your child? Do you allow yourself to be off-duty by having other adults to watch over your children? Are plans made, in family meetings, for fun as a family? Is quality time a regular part of your time with your children?

While this may not cover all aspects of school routines or discipline practices, it does ask some very reflective questions. It is possible we missed the most basic reason for children’s different behaviors, namely, novel situations and conditional love. Novel situations refer to a phenomenon that affects a child’s behavior, for good, when in a new environment. A new environment is unpredictable and may require a child to be on his or her best behavior until the child learns what the rules and consequences are or what they can get away with. Home is often predictable. The child already knows what they can or cannot get away with.

Conditional love refers to the communication of worth a child will get from another individual based on their behavior. A teacher may only consider certain behaviors to be worthy of his or her love and care. At the root, this is a good strategy. It advocates reinforcing only positive behaviors and ignoring negative behavior. But the fruit of it can have devastating consequences for children’s self esteem. A child’s sense of self should never be based on conditions. A child is worthy of love, dignity, and worth regardless of what they do. Reinforcement and even approval can be placed on a child’s behavior to communicate what is appropriate or inappropriate. A child may not feel this conditional love at home, knowing that mom will always love him or her and so manipulate this to their advantage.

Take a few moments to review these questions. If you are one of those parents who have said, “My child never behaves this way at school?” maybe now, you can finally find out why, and be able to say your child behaves appropriately at home as well as school.

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School Daze

By Ron Huxley, LMFT

Some children find school an exhilarating challenge, while others are overwhelmed. Parents of young children can help them by being more involved in school. If you have the time or a flexible work schedule, you can participate in the classroom one day a week. This affords you the opportunity to observe your child and to help the teacher, who probably has his or her hands full. You can see what problems your child has adjusting to the school routines and find ways, by modeling the teacher, to help your child. Your presence also gives the younger child a feeling of security to know mom or dad is close by. Unfortunately some parents do not have this flexibility to take off a day and participate in their child’s classroom. You can still stay involved by attending parent/teacher conferences, calling the teacher periodically to see how your child is doing, and keeping informed about overall school events as well as your child’s individual performance.

Parents can also reduce their child’s school daze by helping them learn good study skills and overcome homework malaise. Self-discipline can be a difficult trait to build, but it is crucial to academic success. While IQ is important, a child’s feeling of confidence in herself and her ability to master a subject is also critically important. Make sure your child knows how to study and finds it a positive, rewarding experience. You can do this by using the “Homework Hassles” parenting tool. In addition, you should encourage children’s natural curiosity to learn. Provide opportunities to discover new things. Get excited about your child’s projects, both at home and school. Post school work on the refrigerator door as if they are pieces of famous artwork. And talk regularly with your child about his feelings about school. Is he afraid of another student? Does he think the teacher is nice or mean? What is it like riding the bus, or eating school cafeteria food, or playing at recess? Who are his friends and why does he like them? Even busy parents can find time for these discussions.

Use communication parenting tools to validate a child’s feelings about school without getting caught up in them at the same time. Remember that empathizing with a child (hearing about feelings and acknowledging their validity) is different from sympathizing with a child (feeling what they feel, be it mad, overwhelmed, or dazed). The former allows the parent to help solve problems while the latter get parents caught up emotionally in the problem.