From School Year to Summer: Helping Children Navigate the Transition

As we make our way into June, the school year comes to a close. For most children, this means state testing is wrapping up, and classrooms are participating in events like field day or end-of-year parties. You may start to notice changes in their school schedule, including half-days. For many children, the end of the school year brings excitement, freedom, and new opportunities; however, it can also be a period of uncertainty. Summer transitions can bring unpredictability and may leave some children feeling anxious, emotional, or unsettled in ways that parents don’t always expect. 

The school year provides children with stability in routine, which creates a comfortable, predictable environment in which kids can learn and grow. When children know what to expect, they often feel more equipped to handle the day. While summer frequently comes with fun activities and a break from rigorous academics, it may also feel overwhelming to kids who have come to rely on structured school days. Unstructured time impacts all children differently. What is important is meeting your child where they are at, helping to normalize their emotional experience, and providing proactive and retroactive supports as necessary. Children with ADHD, autism, anxiety, or other developmental differences may be particularly sensitive to changes in routine and may benefit from additional preparation and structure during the transition to summer.

Common end-of-year feelings include:

• Excitement: School is out, which means less time completing homework, and more time engaged in hobbies, travel, family time, and playdates! Children also may be looking forward to moving up a grade level and having more responsibilities, or different friends in their classes. 

• Anxiety/Worry: Some children may worry about the future, including changes in their school environment and starting in a new classroom in the fall. They also may have concerns about summer plans (summer school, caregiver plans/daycare, camps, etc.) and what this new routine will feel like for them. 

• Sadness: The end of the school year also means saying goodbye to regular social interactions with peers and teachers. Children may feel sad about losing their daily structure, along with their classroom identity and relationship with their core classroom teachers. This ‘loss’ can feel unexpected or like a rejection for children who have struggled to integrate knowledge about the implications of the end of the school year.

• Irritability: Many of these emotions may manifest as ‘having a shorter fuse’ in children. When conflicting or uncomfortable feelings arise, children experience a decreased capacity to manage their stress. They also might ‘take their feelings out on’ a caregiver with whom they trust and feel safe. This is due to the child's underlying sense of security with that caregiver, whom they view as a “safe” person with whom they can express difficult emotions. 

• Mixed emotions: Children may feel a variety of all of the emotions above! This can be difficult for a child to articulate.

Some signs that your child may be having difficulty adjusting include:

• Increased emotional outbursts.

• Changes in sleeping patterns (including co-sleeping or bedwetting)

• Increased clinginess or fear of separation.

• Decreased ability to cope with minor stressors. 

• Complaints of boredom almost immediately after school ends.

• Increased tearfulness.

• Changes in appetite. 

• Withdrawing from family and friends. 

• Greater difficulty with transitions between activities. 

Children celebrate the start of summer vacation with joyful splashes in the pool, leaving school behind for fun in the sun.

So how can you help support your child through this transition?

• Validate and allow space for emotional expression: Acknowledge your child's feelings and allow them space to talk about what is on their mind. We so often want to ‘rescue’ children and don’t realize that in our rush to help them feel better, we may rob them of their opportunity to process difficult feelings. Allowing your child to talk about what they are feeling worried or sad about does not mean that you are encouraging rumination (allowing your child to wallow), but rather, it shows them that you aren’t dismissing their feelings and teaches the value of opening up and leaning on others during difficult moments.  

• Preemptively discuss summer plans: You can help your child to prepare for the change in structure early by creating summer expectations, discussing upcoming plans, and outlining what they can expect from their new routine. Providing children with a general idea of what their summer will look like (and even better, including them in the decision-making process) goes a long way toward creating a smoother transition. 

• Build and stick to a routine: Think about how to maintain structure for your child throughout the summer (particularly if you have noticed they struggle with changes or absence of routine). Create routines that help your family maintain consistent sleep schedules while incorporating regular meal and activity times. Consider creating an end of the year tradition to celebrate with your family. This can be a good time to reflect on accomplishments, growth, and your favorite memories. 

• Allow time to adjust: During the first few weeks of summer, be mindful about overscheduling immediately - and allow your child time to ease into this new period. Give both yourself and your child grace while you adjust to the change. During this time, you should work to encourage social connections, leisure time, and movement (bonus points for outdoor play!)

Summer can be a great time to reconnect with your family and support your children in exploring new hobbies and interests. While the end of the school year is a significant transition and may feel difficult at times, by incorporating supportive strategies, you can strengthen your relationship with your child while helping them ease into their new schedule.