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Supporting Parents and Caregivers of Transferring Students

We know that during-the-year school transitions can be difficult for students. They enter an environment where social relationships largely have been established. Routines and expectations are familiar too and may largely be taken for granted by current students. The curriculum is already unfolding and may not be the same as students experienced at their previous school. All these factors argue for us to be attentive to and supportive of students as they enter our school and class mid-year. However, we also need to pay attention to the needs of parents and other caregivers of students who transfer schools during the year. With students experiencing a new social culture and learning what they need to succeed and become a part of their new school, parents and other caregivers, on the other hand, may feel like bystanders. They hope the transition goes well yet know there will be some “rough patches” as the child acclimates to the new environment. But they may not always know what to do. Parents and caregivers may be reluctant to reach out to check on how the transition is going. They may not know how and when to contact us. They may worry their inquiries appear overly protective. On the other hand, they may be concerned that if they wait too long to reach out, problems may develop and become more difficult to address later. Fortunately, by taking a few key steps, we can help parents and other caregivers to support children through school transitions and assist them to begin feeling a part of the school parent and family community. A good place to start is to collect key information - information we shared with families at the beginning of the school year to ensure their children were off to a good start. Parents and caregivers need this information to support their children. It’s also helpful information for families whose children join our school and class during the year. In the first days after a new student arrives, we can reach out to parents and caregivers to welcome them and share any observations we have about the initial experience of their child. We might share ways in which we welcomed their child and the excitement we feel at having their child in our class. Our reaching out also offers an opportunity to inquire about any information we need to know regarding their child, including how they feel about the transition and any support they may need. Letting them know we’ll send information they might find helpful, including schedules, class events, the best ways and times to contact us, and other routine matters, can help put parents and caregivers at ease. Informing them of upcoming parent and caregiver activities and events in which they may be interested creates a more welcoming transition for them, too. This is also an opportunity to schedule a check-in after the first week or so to learn about any emerging needs or concerns. This provides a good time for us to share our observations about how the student is acclimating academically and socially. Sharing a quick story about how their child is engaging, interacting with other students, or adjusting to the new environment can be reassuring and appreciated. Sharing the story helps assure them that we know their child, and we are paying attention. Of course, if emerging concerns or issues arise, we need to address them. The check-in can also provide a context for collecting information and sharing observations. In the weeks following the arrival of a new student, we can continue to pay attention to how the student adapts to class routines and expectations, as well as the development of peer relationships. A quick text or email sharing the student’s progress or describing a positive observation can offer valuable reassurance to parents and caregivers that the transition is going well, and the student has our attention and support. Of course, as time passes, new students naturally become a part of the school and class. Our attention and communication with families become part of the ongoing rhythm and pace of the school year. However, we still need to pay attention to whether parents and caregivers feel connected and included in the school community. The transition for students can be long past before parents and caregivers feel fully welcomed and comfortable in the new environment.

In Your Corner, Teacher Learning, Thinking Frames

September 30, 2022

Fighting the October Funk

October can be a challenging month emotionally and motivationally. Some call it “slump month.” Summer seems like long ago. The end of the first grading period quickly advances. Parent-teacher conferences approach. The seasons are changing. Turning leaves, while beautiful, signal the coming of winter. Meanwhile, sunlight hours dwindle, the end of daylight savings time is eminent, and Thanksgiving break is weeks away. The combination of these factors and others can leave you feeling tired, lethargic, and out of balance, causing our energy and enthusiasm to ebb. New initiatives and skills you committed to learn and practice can remain challenging. You may be experiencing what’s called the Implementation Dip—a time after learning something new but before feeling competent and comfortable with your new skills and practices. The good news is that you don’t have to give in to the October funk. You can take control, shift your perspective, and take advantage of the opportunity to re-energize. Here are ten actions to counter the forces of October and take charge of your mood. Celebrate the success of getting started. Most anxiety from the opening weeks of school typically is behind you. The routines you planned are in place, and you’re familiar with your students. Their year-long learning journey is underway. Now is a suitable time to reflect and celebrate the progress made in the opening weeks of the year. Pause to assess what is going well, what needs adjusting, and what needs eliminating. It may be time to withdraw helpful scaffolding you provided to students to frame and focus their learning. Perchance it’s time to seek feedback from your students about how the year is going, solicit their ideas, and add diverse practices and procedures in response. Consider scheduling exams and major assignment submissions for early in the week. Having a few days to finish grading tasks before the weekend frees up time to relax and push school responsibilities into the background. Keep negative feedback and criticism in perspective. Negative comments and critical advice don’t define you. They represent information you can evaluate, and you can assess the worthiness and usability of what you hear. If it doesn’t fit, let it go and forget it. Decide a time to finish your day and leave. Time constraints often help you prioritize and manage your time. They also force you to decide what must be done now and what can wait until tomorrow. Having accomplished the crucial tasks, you can better enjoy the evening. Find time for yourself. The frenzy of starting a new year can leave you so focused on caring for others that you neglect your own needs. Perhaps reestablish sleep patterns and adjust your diet. Additionally, carve out undesignated, personal time to do nothing or do something fun. Capture the change from daylight savings time. Perhaps start an exercise routine. Set aside time for reading or another activity in which you’ve wanted to engage but have not had the time. Use this as an opportunity to move an end-of-the-day activity to the morning when you have more energy and fewer competing activities. Schedule time with colleagues and friends. Meeting for dinner, planning a hike, visiting the zoo, or going to the theatre provide good options. However, the time might be most refreshing if you make a “no school talk” agreement during your downtime. Commit to making someone’s day. Share your appreciation for someone in your life. A face-to-face conversation is best. The next best thing—a written a note of gratitude. You might offer to help a colleague with a project. This also is a suitable time to encourage a student, by pointing out their strengths and noting what they do well. Remind yourself that what you’re feeling is natural. It is common for educators to experience an “October Funk.” You can also remind yourself that this phase is temporary. You’ll soon find yourself feeling re-energized as the year unfolds, seeing progress, and looking forward to what lies ahead. With some patience, self-care, and perspective adjustment you’ll find your motivation and momentum returning and moving you forward.

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Share Your Tips & Stories

Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.

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