Back to school wellbeing for parents and practitioners

Introduction
Back to school for children and young people can be a time of anxiety and also great excitement and happiness. For some, it is a chance to reconnect with friends that they haven’t seen over the summer holidays; for others, it is a chance to engage with learning and teachers with new challenges and joy. The start of a new academic year is about focusing on creating smooth transitions for our learners, and helping them manage new situations, busy timetables, and negotiate big feelings at times of change. But for parents and practitioners, adult needs are sometimes on the back bench. In this short article, we consider ways that parents and practitioners can nurture their own wellbeing through the start of the autumn term.

Parents and carers
For parents and carers, the return to school can be a time for mixed feelings; loss of the noise and busy days that the summer holidays brought with them, and missing spending time with their child or children, however also relief at the chance to resume normal routines and regain some personal time and space. Some suggestions to help manage those early days when school resumes are:

Maximise the weekends
Make some weekend plans on the calendar or in the diary to have meaningful quality time together between school days; this can be as simple as trips to the park, or maybe embarking on a new challenge together such as ‘Geocaching’- finding tiny hidden containers around your local area together using the free Geocaching app.

Meet your own needs
Sometimes without the children’s meals to make and snacks to provide, it can be easy to forget our own dietary needs. Make sure you have your own snacks and healthy lunches to enjoy even now you may only be making food for yourself during the day.

Make time for yourself
The resume of the academic term can feel like being back on a conveyor belt at times, juggling school runs, clubs and activities; make sure that you make a little ringfenced time for yourself during each week to pause and take a breath, even if it is just a short walk on your own, or eating lunch outside away from your laptop, or a visit to a shop that isn’t for the family food shop or new school uniform.

Practitioners and educators
For teachers and early years practitioners, stepping back into the classroom after weeks away may feel overwhelming. Here are some ways to protect your energy and maintain peace as term begins:

Plan for pauses
Build small moments of rest into the working day where possible. Even a few minutes away from your desk or classroom can provide an opportunity to reset and recharge.

Connect with colleagues
Make time to check in with colleagues and share experiences. A quick conversation, coffee or walk together can help reduce feelings of isolation and build a sense of connection.

Set boundaries
Try to establish realistic boundaries around emails, planning and work outside your contracted hours. Not everything needs to be completed immediately.

Notice the positives
Take time to recognise small successes, moments of connection and progress. These can provide encouragement during the busy first weeks of term.

Further reading and resources
Partnership for Children have created some free printable wellbeing activities, designed to support mental health and emotional wellbeing and help children understand and express feelings, manage anxiety, and cope with change, loss, and life’s challenges. The activities are suitable for a range of ages from 3 to 12 years and can be used at home or in school with small groups or the whole class. Free wellbeing activities for children, schools and families.

Conclusion
As the rhythm of school life begins again, it can be helpful to remember that transitions affect adults as much as children. The return to routines, responsibilities and expectations can bring a range of emotions, from relief and excitement to uncertainty and fatigue. Taking time to acknowledge these feelings, rather than rushing past them, allows us to respond to ourselves with kindness. By attending to our own wellbeing, we create the capacity to be present, patient and supportive for the children and young people who look to us for guidance.

The author

Poppy Gibson

Dr Poppy Gibson is a Lecturer in Education at the Open University, whose key interests involve children’s psychological development and mental health, and wellbeing in education. Poppy moved into higher education after over a decade working in London primary schools.

The author

Jayne Carter

Jayne Carter is Programme Development Lead at Partnership for Children, where she develops resources and training that support children’s emotional literacy, resilience and wellbeing across the world. She has extensive experience in primary education, teacher development, and global wellbeing initiatives, and works with schools to embed emotional skills that help children thrive through change. Her book with Dr Poppy Gibson ‘Early Years Essentials’ is now available. Winner of ‘Literacy / Numeracy Blog of the Year’ at the 2019 Nexus Education Awards.

https://www.partnershipforchildren.org.uk/