Some children are more vulnerable than others when it comes to back-to-school stress. Their temperament, family environment, and the way they are "prepared," as discussed in the previous article, play a crucial role. Marie-France Le Heuzey (2006) explains that children with an inhibited or anxious temperament are at higher risk of developing anxious responses – which, of course, comes as no surprise. She specifically addresses the issue of children who experience significant anxiety leading up to the school year. This type of anxiety is often seen in so-called "inhibited" children, who tend to avoid new situations, social interactions, and show particular reluctance toward the unknown. The book explores the causes, manifestations, and strategies for supporting these children during this transitional period. The return to school, along with the natural worries that come with it, is then amplified.

The role of the family environment is crucial. Bouchard, C. (2007), in a French study on family support, highlighted that children benefiting from a stable and reassuring environment show reduced signs of anxiety. Conversely, a tense family climate, where parental expectations are perceived as excessive, can exacerbate a child’s stress. Once again, this seems predictable, but Bouchard delves deeper into the study, providing recommendations and discussing the most effective educational practices. To explore these insights further, I recommend checking the study co-written in 2012 with Duval, S.: "Supporting the Preparation for School and Life of Children from Disadvantaged Backgrounds and Children in Difficulty", available as a PDF on the highly recommended site ResearchGate.

Parents must be aware of the impact their own attitude has on their child’s stress. Creating a calm family environment with stable routines and encouraging open conversations can alleviate anxiety related to school. First and foremost, it’s important to avoid displaying or projecting one’s own stress—whether it’s about the start of a new year, transitioning to middle or high school, changing schools, or even during the purchase of school supplies, for instance. Statements like, "We have to buy them early because there won’t be anything left later," or making it a ceremonial event should be avoided. Why not foster the joy of getting new supplies while removing any pressure?

Additionally, when talking to children, it may be better to help them put their fears and feelings into context rather than downplay them entirely.

References:

• Le Heuzey, M.-F. (2006). Inhibited and Anxious Children: Understanding and Preventing Back-to-School Anxiety. L'Enfance en France, 12, 75-82.
• Bouchard, C. (2007). Family Support in School Adaptation: Influence on Stress in Primary School Children. Revue Française de Pédagogie, 158, 65-72.
• Bouchard, C., & Duval, S. (2012). Supporting the Preparation for School and Life of Children from Disadvantaged Backgrounds and Children in Difficulty. Available on ResearchGate.