SENDING KIDS
BACK TO SCHOOL
If you are like most parents,
your primary concern with send
ing your'child back to school is
clothes, notebooks, class sched
ules, and transportation. Just the
fact that you’ve just spent your
last two weeks’ paycheck on new
shoes and jeans is a clear signal
that it’s time to go back to school.
My children have always had
this habit of growing in the sum
mer especially their feet.
Sneakers that fit during June and
July all of a sudden are cramming
their toes. Their feet always have
had perfect timing to grow the last
two weeks of August. Even with
all of this “physical growth activi
ty," there’s one social and emo-
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tional other item you should con
sider as school begins your
child’s adjustment the first few
weeks.
According to Dr. James Van
Horn, extension family sociolog
ist, Penn State University, parents
tend to minimize the importance
of school adjustment, and some
times view each school year as be
ing similar to the last.
There arc a lot of pressures
created in school. If your child did
satisfactory work last year, that
work will probably continue, but
not necessarily. Each new school
year, new subjects, and new teach
ers will call for a certain amount
of adjustment on the part of the
student. An individual child’s
manner of adjustment may even
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differ from year to year.
One year the child may return to
school and the parent will barely
notice the change, said Van Horn.
The veiy next year, the child may
become very “cocky” or notice
ably quiet or moody. In a study of
ninth and 10th grade girls who
were asked to list problems or
areas of difficulty, adjustment to
school work was listed the great
est number of times. Other studies
of youth have shown similar re
sults.
Van Horn stresses that patience,
understanding, and encourage
ment arc called for as each school
year begins. At times, adults tend
to minimize the impact on the
child that a new school year
brings. It is important to remem
ber that the child in our family is
not the same person he or she was
last year. The child has developed,
has grown more and probably
quite rapidly. Interests change,
new doubts arise, old friends
move on. All of these and more
mean that the child must redesign
at least a few aspects of his or her
life. For some children this is not
an easy task.
The study of the pre-teen girls
also found that the second biggest
problem centered on personal
psychological relations their
relationships with others. Here
reverse speeds, and your choice of AWD
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again. Van Horn noted, the child’s
relationships may be grounded in
school. Classmates of last year are
no longer classmates. Everyone
seems to be on a different sched
ule. Over the summer some
friends moved away physically or
they may have moved away emo
tionally. Friends of last year may
choose new friends this year. Your
son or daughter may not be in
cluded. This is a very difficult ad
justment for the child to cope with
at the beginning of school.
The third leading problem re
ported in the study on pre-teen
girls had to do with their social
and recreational activities. They
worry about these activities and
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often these worries grow as
child begins another year
school. Because so many of
children's waking hours are taki
up with school actitivitc, tl
child’s social and recreational li
truly belong to the school. Ther
fore, adjustment is necessary.
Most children adjust very wc
to back-to-school pressures, b
some do not. Parents need to I
extra patient, understanding, ar
encouraging. With your hel]
most of the pressures will subsic
in a few weeks and your child wi
adjust to the normal routine <
school life. Welcome back I
school!
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