The school holidays are nearly over, which means earlier mornings, packed bags and getting ready for back to school. For some children, that can also bring nerves, reluctance or a few big feelings. We spoke to psychiatrist Dr Enrica Verrengia about how parents can make the transition easier, from resetting sleep schedules to handling separation anxiety.

Dr Enrica Verrengia is an Italian-trained Specialist Psychiatrist with more than 10 years of clinical experience, working with adolescents aged 14 and above and adults. Her areas of expertise include adolescent counselling and parental support, alongside anxiety, ADHD, autism spectrum disorder, sleep disorders and other mental health conditions.

1. What can parents do in the final week before school to make the transition back easier?

The final week can be useful to make the transition a little less abrupt. After the holidays, children may have very different sleeping and eating times, so parents can start moving these gradually towards the school routine. There is no need to change everything in one day.

Some practical preparation can also help. Children can be involved in choosing or preparing what they need, packing their school bag or deciding what to wear on the first day. For younger children, looking at pictures of the school or passing by the school can make it feel more familiar.

I would also leave some free time. The last week does not need to become a full preparation programme for school. Going back is a change and having some time to play, rest or simply do nothing is part of the transition too.

2. For children starting school for the first time, how can parents help ease separation anxiety?

Some separation anxiety is normal when a child starts school for the first time. Parents should acknowledge it without immediately thinking that something is wrong. Missing a parent or crying at separation does not necessarily mean that the child is not ready for school.

It helps to prepare the child for what will happen, who will be there and when the parent will come back. Of course, this needs to make sense for their age. With younger children, simple words, pictures, stories or play may work better than long explanations. Playing “school” at home can also make the situation more familiar.

Goodbyes should be clear and predictable. Making them very long or leaving and coming back several times can make separation harder.

The parent’s reaction matters too. Children notice when we are worried or unsure about leaving them. This does not mean pretending that everything is easy. A parent can acknowledge that the child is upset without treating the reaction as something alarming.

3. How should parents support children who have been at school before but suddenly become anxious or reluctant to return?

A sudden reluctance to return to school should not be dismissed as oppositional behaviour or lack of motivation. It is worth trying to understand what has changed.

Children do not always express school-related distress directly. Parents may notice changes in sleep or appetite, repeated requests for reassurance, irritability, emotional withdrawal or physical complaints. Sometimes these are signs of emotional overload that the child is not yet able to put into words.

The first step is to acknowledge the anxiety without immediately trying to minimise it or solve it. Parents can give the child time to talk and try to understand what exactly has become difficult. There may be something very specific behind the anxiety but sometimes the child does not know yet what it is. Keeping school as a normal part of everyday life can help while still taking the anxiety seriously. If this continues or starts to affect the child’s daily life, it is worth speaking with the school and if needed seeking professional support.

4. How can parents encourage children to talk about worries they may have about school without putting additional pressure on them? Are there any phrases or approaches they should avoid?

Open-ended questions and gentle observations are usually more helpful than direct or repeated questions. Instead of asking “Is everything okay?” or “Why don’t you want to go to school?”, a parent might say, “I’ve noticed you’ve been a little quieter lately” or “Do you ever feel tired of school too?” This leaves the door open without forcing the child to answer.

It is also important to accept that children may not want to talk straight away. Repeated questions, showing too much alarm or trying to solve the problem immediately can create more pressure.

I would avoid phrases such as “There’s nothing to worry about”, “You’ll be fine” or “Everyone else is going back to school”. They are usually meant to reassure but they can make the child feel that their worry is not being taken seriously. Sometimes listening and acknowledging what the child is feeling is enough.

5. How important are sleep, screen time and morning routines when it comes to helping children adjust to going back to school?

Sleep and daily routines are important, especially after a long holiday. Even a modest lack of sleep can affect attention, memory and emotional regulation. When children are tired, managing attention and emotions during the school day can become more difficult.

Screen time is part of this but I would not focus only on the number of hours. When and how screens are used also matters. Constant stimulation, especially late in the evening, leaves less space for quieter moments and for the transition to sleep.

Morning routines can make the beginning of the day more predictable. They do not need to be rigid. Preparing clothes and school bags the night before or simply having enough time for breakfast can make mornings easier. Routines can be flexible and adapted to the child and the family.

6. What’s one simple thing parents can do every day during the first few weeks of school to help their child feel secure and supported?

One simple thing is to create some unstructured time together every day. It can be a moment of play, a quiet moment on the way home or simply some time together without a specific activity. It does not need to become a conversation about school every time.

The important thing is to be available and let the child decide how much they want to share. Being present does not mean constantly asking questions or monitoring them. Children need to know that they can come to their parents when something feels difficult, even if they do not yet have the words to explain it.

For more information or to book an appointment with Dr Enrica Verrengia, visit her profile at thrive.ae