Week 4 in my 6 week series of tools and techniques to help Children and Young People through transitions
Returning to school or other educational settings after the long summer holidays brings a shift from the freedom of unstructured days to timetables, classrooms, and responsibilities. Some may be excited to return, while others might feel anxious, overwhelmed, or simply tired from the change in routine.
This article is part of my six-week series on supporting children and young people through times of transition. So far, we’ve explored:
-> Not All Change Feels Exciting – Supporting Children & Young People Through Transition
-> Supporting Transitions: Week 1 – Helping Children Process Their Feelings
-> Supporting Transitions: Week 2 – Getting Ready for the New School Year
-> Supporting Transitions: Week 3 – Visualisation & Grounding Techniques
Here we focus on introducing new, practical tools and techniques to help children and young people settle into the new term and build resilience for the weeks ahead.
Micro-Check-Ins at Home
(High/Low/Interesting)
After school, take a few minutes to reflect together. One simple approach is a ‘high, low, interesting’ check-in. Ask about:
⚡one highlight of their day
🥊one challenge, and
🆕one new thing they noticed
This helps children notice and name their feelings, builds self-awareness, and encourages them to focus on learning from each day.
Energy Management & Recovery
The first days back can be tiring, especially after a long holiday. Helping children and young people notice when they’re feeling overstimulated or low in energy – and giving them ways to recharge – is key. Activities can be adapted to age and interest.
For Younger Children:
🕺🏽 Quick movement breaks such as a short dance, trampoline jumps, or playful stretches.
🎨 Creative outlets like drawing, painting, or building with LEGO.
For Older Children/Teens:
🕹️ Structured downtime that feels enjoyable – watching a favourite show, gaming for a short period, listening to music, or chatting with friends.
🎨 Creative or reflective activities such as journaling, sketching, or making playlists; brief mindfulness or breathing exercises, framed as a way to reset and recharge.
The goal is to encourage awareness of how their body and mind are feeling, and to offer ways to recover and manage energy without adding pressure.
By integrating fun and familiar activities, children and teens can feel calmer, more focussed, and better able to navigate the first days back at school.
These techniques complement the skills introduced in previous weeks – grounding, visualisation, recognising emotions, and building readiness – and give children additional tools to manage the transition. Next week we will focus on building resilience as the term progresses.
If you’ve tried reflection or energy-balancing strategies with your child or young person, I’d love to hear what’s worked for you — please share in the comments or send me a message!
Sites that may be useful if you want to use some of the techniques mentioned above:
Mindfulness – (primary age children) https://www.bbcchildreninneed.co.uk/schools/primary-school/mindfulness-hub/ (older children/teens) https://www.youngminds.org.uk/young-person/blog/how-i-practise-mindfulness-to-improve-my-mental-health/
