All children experience some apprehension before each new school year, and this is perfectly natural. However, sometimes it can escalate into full-blown anxiety attacks. Science has extensively studied this phenomenon, and while stress or anxiety might be the label for deeper, more intense, or persistent feelings, it’s important to consider that these emotions may have various underlying causes that need to be explored.

In France, researchers like Florence Mariné and Claude Bouchard (2007) have shown that the back-to-school period represents a critical transition often filled with anxiety. Children have to adjust to new classes, teachers, and sometimes new classmates, creating a sense of uncertainty. The transactional model of stress and coping by Lazarus & Folkman (1984), later updated in the research by Compas et al. (2017), is also used in France to understand how children react to new school situations. According to this model, a child who perceives the start of the school year as a threat, rather than a challenge or something to look forward to, is more likely to experience anxiety.

A moderate level of stress is normal leading up to the school year, but when it becomes excessive, it can indicate an anxiety disorder. French literature, like the work of Stéphanie Maillochon and Olivier Revol (2015), shows that children may develop somatic symptoms such as stomach aches, insomnia, or even refusal to go to school. These manifestations reflect deeper stress that goes beyond simple anticipatory anxiety.

According to Hale, Raaijmakers, and Meeus (2009), prolonged high levels of anxiety before school starts can, in more severe cases, lead to school phobia or depressive disorders. French research confirms this trend as well. Revol (2015) emphasized the importance of early intervention to prevent these issues from becoming chronic. Furthermore, French studies have demonstrated the importance of preparing children in advance to reduce their stress (Mariné & Bouchard, 2007).

The role of parents is crucial on two levels. Without turning it into a formal family meeting, which could reinforce the anxiety they are trying to alleviate, parents should discuss their child’s expectations for the school year and allow them to express their fears or feelings (though “feelings” can be an overused term, it fits in this context). It might be helpful to emphasize that all their classmates are also feeling apprehensive about the new school year. In some cases, it can be useful to mention that different children experience different levels of worry, but without going into too much detail—so as not to plant new concerns in their heads. Some children might start to wonder why a classmate would be more anxious than they are and whether they should also be worried about something they haven't considered yet.

Depending on the signs, it’s essential to take the time to explore everything in a trusting, open, and caring family environment. This can help encourage the child to express themselves and ensure that their emotional state isn’t being influenced by specific social dynamics with classmates or other past events, including those we all fear.

To prevent chronic issues, parents must be attentive to persistent symptoms and, if necessary, consult a specialist. Early intervention, especially through school psychology, is critical in preventing the escalation of anxiety disorders that may extend beyond just the back-to-school period.

Références :

• Mariné, F., & Bouchard, C. (2007). L’anxiété de rentrée chez les enfants du primaire : Étude longitudinale des comportements adaptatifs. Revue Française de Pédagogie, 158, 45-58.
• Compas, B. E., Jaser, S. S., Dunbar, J. P., Watson, K. H., Bettis, A. H., Gruhn, M. A., & Williams, E. (2017). Coping and emotion regulation from childhood to early adulthood: Points of convergence and divergence. Australian Journal of Psychology, 69(2), 108-117.

• Maillochon, S., & Revol, O. (2015). Le stress scolaire : Facteurs de risque et stratégies de prévention chez les enfants en milieu éducatif. Neuropsychiatrie de l'Enfance et de l'Adolescence, 63(8), 509-516.
• Hale, W. W., Raaijmakers, Q. A. W., & Meeus, W. H. J. (2009). Anxiety and depression development in adolescents. Journal of Abnormal Child Psychology, 37(3), 381-389.