Online Reporter
Pauline T Nenerai
As school gates swing open and classrooms fill again with chatter, laughter and new textbooks, many families feel a mixture of excitement, hope and quiet anxiety.
While a new term is often viewed as a fresh start, for parents and learners it can also be a time of significant emotional pressure.
For learners, returning to school brings questions about academic performance, new teachers, difficult subjects, friendships and finding their place.
Younger children may struggle with separation from parents, while older learners often worry about examinations, peer pressure, bullying and meeting family expectations.
Sometimes anxiety shows up in behaviour rather than words.
A child may complain of headaches or stomach aches, have trouble sleeping, become irritable, cry often, or suddenly lose interest in school.
Some may repeatedly say they do not want to go.
“These signs should not automatically be seen as laziness or stubbornness. They may be a child’s way of communicating emotional distress,” experts note.
Parents also carry their own back-to-school worries.
The start of term brings financial demands for fees, uniforms, stationery, transport and food.
Many parents wonder whether their children will do well academically, make good friends, or remain safe at school.
The pressure can grow when children are compared to others. “Your friend is doing better than you” may be meant to motivate, but it often increases feelings of inadequacy.
Children need encouragement and guidance more than constant comparison.
Children also pick up on parental anxiety.
A parent who is constantly worried about expenses or results may unintentionally transfer that fear. This does not mean hiding real concerns, but communicating in an age-appropriate and reassuring way.
One of the most powerful tools parents have is listening.
Instead of saying, “There is nothing to worry about,” try, “I can see that you are worried. Tell me what is making you feel this way.”
That simple response opens the door for a child to share fears and receive support.
Preparation also helps. Getting uniforms, books, and other requirements ready in advance prevents last-minute stress. Setting regular sleep and wake times before school starts helps children adjust.
Talking about the new term, including both excitement and concerns, makes the transition easier.
Schools play a key role too. Teachers should remember that not every learner returns with the same emotional experience.
Some arrive excited, others carry worries from home, past academic struggles, or friendship issues.
A welcoming classroom makes a difference. A teacher who notices a behaviour change and takes time to listen can identify anxiety early.
School counsellors also provide a safe space for learners to talk.
Learners can learn healthy ways to manage anxiety as well. Deep breathing, positive self-talk, exercise, enough sleep, proper preparation, and talking to a trusted adult all help.
Instead of thinking, “I will never manage this subject,” a learner can learn to say, “This subject is difficult for me, but I can ask for help and improve with practice.”
Most importantly, anxiety does not mean failure. Feeling nervous about a new class or new challenges is a normal response to change.
What matters is how we respond.
As the new term begins, the reopening of schools should be about more than books, uniforms and timetables.
It is an opportunity to pay attention to the emotional wellbeing of the whole school community.
A successful school year is not measured only by marks and examination results.
It is also measured by the confidence, resilience, relationships and emotional wellbeing that learners develop along the way.
