|
BACK-TO-SCHOOL REFLECTIONS AND ADVICES
by Dennis McAndrews, Esq.
Founder and Managing Partner, McAndrews Law Offices, P.C.
Every year for the past 30 years, my wife, Elizabeth, and I have been involved with back-to-school activities for one or more of our four daughters. 2017 is the first year since 1987 that we have not transitioned into a preschool, grade school, middle school, high school, or college environment with at least one (and usually several) of our daughters. By the time that our youngest daughter was a senior in high school, we had participated in over 50 "Back-to-school nights" in our children's various schools, and my wife and I used to joke that by that point we could stand before the assembled parents and present the program ourselves! Now that all of our daughters have completed their schooling and become gainfully employed, the temptation is genuine to "spike the football" and put back-to-school issues into my rearview mirror. But my work on behalf of children with disabilities at this time of year always brings into clear perspective the challenges that children and families face each year upon reentry into school. For many children, this process is seamless, reconnecting with friends and the excitement of new classes and extracurricular events, but for other children, the process can be intimidating and even overwhelming.
Experts tell us that children with learning differences or adjustment issues--be they social, emotional, or academic-- find acclamation to a new school year to be particularly difficult. Psychologists and counselors tell us that parents should be particularly aware of how their children cope with each new school year. Most importantly, parents should take the time to speak and listen in an unhurried manner with their children about their entire school day, probing gently about various parts of the day with specific questions about classes, free time, contacts with other children, and the ride to and from school. In our work, we have found that unstructured times such as recess, lunch, and bus rides can often produce loneliness or conflict for children with adjustment or social/emotional issues, even if those issues appear mild during the summer months.
Parent should watch for changes in behavior, and any signs of unusual anxiety, depression, bullying and academic decline. Changes in appetite or sleep patterns can also be signs of difficulties which should be addressed as soon as possible. In most cases, a point person at a school can be identified to discuss these issues-- this may be a "lead teacher", guidance counselor, assistant principal, or IEP coordinator. Don't let issues that appear real to you and do not resolve over the course of a week or two remain unstated. School staff generally want to know if the child is suffering or experiencing difficulties which some extra attention or support could remediate. But also recognize that the first month of school is a busy one for school staff, and that follow-up on your part as a parent will usually be necessary to be certain that your concerns have been addressed in concrete and ongoing manners. Cooperation with school staff can pay significant dividends for your child and allow for a smoother and more seamless transition which can extend throughout the school year.
Many excellent articles are available on the Internet to assist the process of helping your child adjust to the beginning of the school year-- here are just a few:
|
