With fall starting families across Connecticut have returned to the start of a new school year. It’s a time of excitement but also a period that can bring anxiety and stress, especially for students with learning differences. With the right strategies, however, you can work closely with your child to help ease the transition and set them up for success.
Here are a few tips to ensure a smooth start to the school year:
1. Reflect on Last Year Take some time as a family to reflect on the past school year. What worked well for your child, and where were the challenges? Engage your child in this process, allowing them to express their thoughts and feelings. This reflection can provide valuable insights that inform realistic and achievable objectives for the coming year.
2. Set SMART Goals Together Work with your child to establish Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) goals. These goals give your child a clear path to success and allow for regular check-ins on progress. And remember – if something isn’t working, it’s okay to reassess and adjust. Additionally, setting these goals together can help foster a sense of self-determination and responsibility in your child. The goal is to encourage growth, not perfection.
3. Focus on the Whole Child While academics are undeniably important, paying attention to social-emotional learning is equally crucial. Children thrive when they feel balanced, both academically and emotionally. Create a plan that addresses the whole child by incorporating time for hobbies, social activities, and relaxation into their weekly schedule. This balance promotes resilience and can help your child (and you) manage stress more effectively throughout the school year.
4. Address Transition Anxiety Transitioning back to school after the summer off can be challenging for any student; often, it can be even more complex for those with learning differences. Anxiety about a new teacher, a different school, or changes in routine can manifest in various ways. Watch for signs such as irritability, changes in sleep patterns, or reluctance to discuss the upcoming year. Maintaining open and supportive communication about their worries can help your child feel more secure and prepared.
5. Collaborate with Your Child’s School Parents and schools are partners in education, and collaboration is key to ensuring a positive experience for your child. For families receiving special education services, one critically important aspect of this partnership is the planning and placement team (PPT) process, which involves working together to develop appropriate programming for your child. Communicate openly with teachers and administrators about your child’s needs, strengths, and challenges. Advocate for regular updates and check-ins to address any frustrations early. Working collectively, you can create a supportive environment that helps your child flourish.
6. Staying Informed
If you have a student who learns differently, staying “in the know” about the latest changes to special education legislation is essential. For example, last year, the General Assembly authorized several pieces of legislation requiring districts to provide families of students receiving special education services with specific resources created by the Connecticut State Department of Education (CSDE). This includes Section 45 of Public Act 23-137, which requires the CSDE’s mediation services coordinator to create a brief notice of the availability of mediation services suitable to be read aloud during a planning and placement team meeting.
As you prepare for the new school year, remember that your child’s wellbeing is the foundation of their academic success. By focusing on their emotional health, setting realistic goals, and maintaining open lines of communication with the school, you can help ensure they are ready to take on the challenges of the year ahead.
Stephanie Mitchell is a Wilton-based special education expert and educational consultant who serves on the Board of The Southport School. She applies her knowledge and personal experience as a mother of two boys with learning and attention deficits to help other families.