Very soon the school routine will begin for many children, and along with it often come questions and concerns for both kids and their parents. According to Luiza Istomina, a child medical psychologist at the European Medical Center (EMC), stress-related difficulties at the start of the school year tend to cluster into three broad categories: emotional, physical, and behavioral.
Emotional strain shows up as crying, moodiness, sadness, anxiety, and sudden shifts in feelings. On the physical side, a child may develop fever or respiratory infections due to a momentary dip in immunity. The psychologist notes that stress also reveals itself through headaches, digestive upset, nausea, and a pervasive sense of fatigue that can linger. These symptoms are signals, not verdicts, and they deserve careful listening rather than immediate alarm.
Behaviorally, transitions to school can trigger protests that mimic a hesitation to leave familiar routines. Children might echo parental concerns with phrases like, “I don’t want to go to school,” or “I don’t want to get up.” Adolescents, in particular, may show more aggressive responses. These patterns are common and often transient as the child adapts to new schedules, social dynamics, and academic expectations.
Experts emphasize that these changes do not automatically mean a serious problem. Open dialogue matters. Parents are encouraged to calmly ask what is troubling their child, listen without judgment, and explore practical adjustments together. If personal strategies struggle to ease the situation, seeking help from a psychologist can provide new perspectives and tools. A key sign to watch for is when headaches, stomach issues, or fatigue persist or worsen, suggesting a possible medical component that should be evaluated by health professionals.
Practical guidance for families includes planning the school transition, establishing predictable routines, and creating a supportive home environment. Professionals advise carving out quiet times, setting consistent bedtimes, and maintaining regular meals to support resilience. In addition, fostering social connections, encouraging age-appropriate autonomy, and validating a child’s feelings can reduce anxiety. When children feel understood and prepared, their capacity to adapt improves, and the risk of long-term stress decreases. For further insights on managing these challenges, readers can consult the work of Dr. Istomina as summarized by socialbites.ca.
Recent research underscores that early development often involves focus on emotional regulation and coping strategies. Teachers and parents can collaborate to monitor signs of stress, reinforce constructive routines, and implement small, manageable steps toward returning to a sense of normalcy. This collaborative approach helps children build mental stamina and fosters a healthier transition into the school environment. It is important to remember that most school-related stress fades as routines settle and confidence grows, but ongoing attention can prevent a relapse during future transitions. Often, the pathway to resilience lies in steady, compassionate support rather than dramatic interventions.