Transitioning Back to School: When the First Weeks of Term 1 Don’t Settle

Guidance for Melbourne Primary and Secondary Schools

The start of Term 1 brings energy, fresh routines, and a sense of reset. It can also bring a predictable rise in student stress. For most children and adolescents, this settles quickly with structure and consistency.

However, schools often notice a small number of students whose distress, behaviour, or

disengagement doesn’t improve over the first few weeks.

This article offers calm, practical guidance for Melbourne schools when the usual “settling in” period doesn’t go as expected.

1. The start of Term 1 is a predictable pressure point

In Victorian schools, the return to Term 1 commonly surfaces challenges that may not have been as visible at the end of the previous year. This can include increased absences, heightened anxiety, behavioural escalation, or learning avoidance.

It’s important to emphasise that this is common. It is not a failure of the school, the family, or the student. The long summer break can interrupt routines and reduce students’ tolerance for academic and social demands. In the early weeks, students are also navigating teacher changes, classroom expectations, friendship dynamics, and learning transitions.

For primary students, this may include Foundation transitions and changing classroom structures. For secondary students, the pressure can increase with timetable changes, multiple teachers, greater independence demands, and social comparison.

2. What “typical settling” looks like in the first 2–3 weeks

It is normal for students to experience a period of adjustment in the early weeks of Term Schools may observe:

• mild separation anxiety (especially in younger students)

• tiredness and reduced stamina

• short-lived emotional dysregulation

• increased reassurance-seeking or minor avoidance behaviours

See resource below for structured observations of behaviour.

For most students, these reactions improve by weeks 2–3, especially when routines are

predictable, expectations are clear, and adults respond calmly and consistently.

A helpful focus in this phase is pattern over incidents. Single difficult mornings or isolated behavioural events are often part of normal adjustment. Observing whether concerns are improving, stable, or escalating can guide next steps. See resource below for helpful strategies.

3. When transition difficulties don’t settle

By weeks 3–5, schools may identify a small number of students whose presentation remains unchanged or intensifies despite consistent in-school strategies.

Common signs include:

• persistent attendance difficulties

• increasing emotional distress (tearfulness, shutdown, frequent dysregulation)

• repeated classroom disruption or conflict

• withdrawal from peers or refusal to engage

• ongoing learning avoidance despite scaffolding

At this stage, it can be helpful to avoid jumping to diagnostic labels and instead focus on what is being observed across contexts, what supports have been trialled, and how the student is functioning day-to-day.

4. Why “waiting it out” can sometimes increase pressure later

In many schools, a small number of students can require a disproportionate amount of staff time as the term progresses. When uncertainty continues, it can also increase parent anxiety, create repeated ad-hoc responses, and delay planning that could otherwise support the student more consistently.

Early support does not mean rushing into assessment or accelerating diagnosis. Often, early action is about preventing escalation, improving consistency, and reducing ongoing stress for the student, family, and school team.

5. What helps when transitions remain challenging

When the usual “settling period” doesn’t resolve concerns, a collaborative stepped approach is often most effective.

This may include:

• reviewing what strategies have already been implemented (and what impact they’ve had)

• strengthening home–school communication to ensure consistent messaging

• clarifying what is being observed across settings (school, home, other environments)

• adjusting expectations and scaffolds to reduce overwhelm and build success experiences

• considering whether external input may support planning

Not every student need assessment. Many students benefit from targeted adjustments, relational support, and careful monitoring. Decisions are best made collaboratively and thoughtfully rather than reactively.

6. The role of independent documentation in school planning

Some schools seek external assessment early in Term 1 to support clearer planning and reduce prolonged uncertainty.

Independent documentation can assist by:

• clarifying support needs and learning profiles

• informing targeted intervention strategies

• supporting funding considerations where relevant

• assisting consistent, confident communication with families

In many cases, external input reduces repeated trial-and-error approaches and supports earlier alignment across school staff and home. It can also reduce the likelihood of concerns escalating later in the year when waitlists and access barriers may increase.

7. How Advance Psychology works with Melbourne schools

Advance Psychology supports Melbourne schools through a collaborative, neuroaffirming approach focused on practical outcomes and reduced administrative burden.

We work alongside schools and families (with appropriate consent) to clarify needs, support planning, and provide staged pathways when assessment is considered appropriate. Our communication is clear, respectful, and focused on helping schools and families move forward with shared understanding.

8. When to seek further support

Schools may consider reaching out for additional support when:

• concerns persist beyond the early Term 1 adjustment period

• attendance, learning, or wellbeing is being significantly impacted

• documentation would assist planning, consistency, or funding pathways

If you’re unsure what next steps are most appropriate, we welcome schools to make contact to discuss options, clarify suitability, and explore pathways without obligation.

This article is intended as general guidance for Victorian schools and families. Decisions about support are best made collaboratively and with consideration of each student’s individual context.

Downloadable resources:

Term 1 Wellbeing Observation Checklist.pdf

Download PDF • 173KB

Term 1 Transition Support Strategies.pdf

Download PDF • 160KB