Experts emphasize that children should be given time during the school initiation period and the adaptation process to school, noting that this process covers approximately 1 to 1.5 months. Experts state that the secure attachment relationship established with the mother or caregiver during early childhood, and even infancy, has an impact on the child's adaptation to school and a new environment, noting that the adaptation process can vary depending on the school environment, the child's readiness for school, parental attitudes, and the child's temperament. Experts remind that absolutely no bargaining should be done with children who do not want to go to school, and emphasize that a series of promises should also be avoided.
School adaptation process can take up to 1.5 months!
Üsküdar Üniversitesi Faculty of Health Sciences, Child Development Department, Dr. Lecturer Demet Gülaldı made important statements regarding school adaptation and successfully navigating this process. Dr. Demet Gülaldı noted that school adaptation is a multifaceted structure encompassing both academic success and satisfaction with school, stating, “School adaptation refers to the child's degree of adapting to the requirements of school culture and learning environments for optimal learning. It means being able to interact harmoniously with peers and teachers without experiencing anxiety or stress.”
School adaptation has three dimensions
Dr. Demet Gülaldı stated that the academic dimension of school adaptation is related to students' approaches to assigned homework and classroom activities, and their performance in exams, adding, “The social dimension involves participation in social activities at school, such as collaborating with classmates and exhibiting a respectful attitude towards peers and teachers. The personal-emotional aspect of school adaptation concerns how students cope with anxiety and stress. Among the most important factors ensuring school adaptation are teachers, peer relationships, parental attitudes, the physical structure of the school, and environmental conditions.”
Fear of school and school refusal can be experienced
Dr. Demet Gülaldı stated that children who do not experience school adaptation problems are labeled as “well-adjusted children,” while those who do are labeled as “maladjusted children,” and that as a result of inability to adapt to school, conditions such as fear of school and school refusal can frequently be observed in children. Dr. Demet Gülaldı said the following:
“When the time to go to school approaches, children may exhibit reactions such as restlessness, crying, introverted and extroverted aggression, irritability, headaches, nausea, and loss of appetite. At school, behaviors such as withdrawal, crying, not participating in activities, not wanting to enter the classroom, aggression towards peers, or defying or seeking excessive closeness with the teacher can be observed. In the preschool period, children experiencing adaptation problems are seen to exhibit behaviors such as not wanting to separate from their mothers, crying all day and waiting at the door or window, and trying to keep their mother with them at school. Bedwetting at night, sleep disorders, eating disorders, and digestive system disorders observed in children with adaptation problems will also negatively affect life.”
Securely attached children adapt more easily
Dr. Demet Gülaldı stated that preschool institutions are the first places where children encounter the school environment, adding, “This early childhood experience is very important as it is one of the most significant events in a child's life, even a beginning that will affect their entire life. The secure attachment relationship established with the mother or caregiver during early childhood, and even infancy, has a significant impact on the child's adaptation to school and a new environment. Securely attached children are readily able to move away from their mothers and explore new things. During the school initiation period, children should be given time for their school adaptation processes. Although this process typically covers about 1-1.5 months, it can vary depending on the school environment, the child's readiness for school, parental attitudes, and the child's temperament.”
School adaptation affects the child's future quality of life
Addressing the effects of school adaptation on a child's development, Dr. Demet Gülaldı said, “Considering the time children spend at school, their happiness and adaptation at school are important for their quality of life. Children who adapt to school can be more attentive in the learning process, participate more actively in school activities, and work independently. This adaptation also significantly contributes to their high academic achievement. Furthermore, school adaptation creates a basis for children to form close and trusting relationships with their peers and teachers. Peer relationships, in particular, play an important role in the school adaptation process. The acceptance/rejection of children by their peers and the nature of peer behaviors either facilitate or hinder school adaptation.”
Prevent school phobia!
Dr. Demet Gülaldı stated that in cases of lack of school adaptation and when necessary interventions are not made, school phobia will develop in later periods, and the quality of life for the family and child will significantly deteriorate.
Dr. Demet Gülaldı, highlighting the importance of ensuring school adaptation, said, “Schools' orientation programs help families during the school adaptation process. Children can feel more comfortable with opportunities to visit the school for short periods, get to know the school, its surroundings, and friends, and engage in free activities together. To minimize anxiety in the child, it is recommended that the first encounter with the teacher be in a comfortable and friendly environment. Most importantly, to ensure a healthy adaptation process, it is necessary to make sure that the child is cognitively ready for school.”
Advice for parents!
Dr. Demet Gülaldı also pointed out the duties of parents regarding school adaptation and said the following:
Among the most important factors affecting school adaptation are parental attitudes and behaviors. The reason for not adapting to school is often not just about relationships with school and peers, but also the anxiety of separation from the caregiver, especially the mother.
It is observed that children raised in a family with a democratic attitude, where decisions are made jointly and explained with reasons, where there are specific rules, and who take responsibility, adapt more easily to school and new environments and form positive friendships.
It would be appropriate for families to provide explanations to their children starting school about their new life, suitable for their cognitive level. Since the child will have anxieties about going to school and being away from home, their questions should be answered truthfully and realistically.
Absolutely no bargaining should be done with a child who does not want to go to school, and no various promises should be made if they go to school.
Care should be taken not to use negative expressions about the school and teacher within the family. Sometimes, parents talking about their own positive experiences also helps the process.
In cases where the adaptation process is prolonged, seeking professional support will facilitate the process for the child, family, and school.