Transitioning Back To In-Person Learning – Part 4

By Trevor Osterhaus |
April 06, 2021 |
Children's Mental Health

Mental Health Mondays
Transitioning Back To In-Person Learning – Part 4

by Jennifer Reid, MA
Early School Director/In-School Therapeutic Services Coordinator
Lucy Daniels Center

What is healthy emotional development?

Children are developing in an emotionally healthy way when they are generally reasonably content and also are able to successfully participate in day-to-day routines and activities in age-appropriate ways. Children should be able to engage in these age-appropriate activities without parents and teachers regularly making special accommodations or exceptions.  Such activities include, but are not limited to: 

  • comfortably leaving a parent to go to school 
  • participating in a range of activities in a school or social setting (circle time, group activities, special classes such as music or art class, play dates) 
  • making and playing with friends 
  • gradually taking over self-care tasks both at home and at school (toileting, dressing, eating) 
  • going to bed/sleeping at night 

Let’s say a child has some difficulty in one area, such as independently going to sleep at night, but otherwise is moving along and developing in the other areas. Is there cause for concern? To answer this question, we will use four measures of whether the emotional issue – in this case, feeling safe at night – is just a bump in the road or a sign of a deeper issue. 

  1. The pervasiveness of the symptom

Does your child need just a little extra support (one more story or some time to cuddle) and then go off to sleep, or are they dependent upon an adult sleeping by their side through the night? Is it a recent development or is it something that has been going on for a while? Does not giving in to every request cause some mild discomfort for the child, or are their tantrums a more worrisome indicator? 

  1. The coexistence of challenges in other social and emotional areas

Does the separation at nighttime seem to be an isolated difficulty (your child is carrying on and functioning comfortably otherwise) or are there struggles in other areas? Have separations in general (letting a parent or adult out of sight, going to school, being with a babysitter or other caregiver) been challenging for a while? Do you find yourself making accommodations in a number of areas to avoid excessive disruption, upset, or tantrums? Are there problems at school or in your child’s ability to make or play with friends? 

  1. The general path of the child’s development

Does your child’s ability to cope with the problem seem to be progressing, or does it seem like he or she is stuck? In many cases, slight regressions occur throughout development and children gradually work their way through them, making little steps of progress and moving along in a general direction. Does the child seem to be moving along in other areas of development (going to school, participating in group times at school) despite the trouble at nighttime? 

  1. The modifications being made by adults

How often are accommodations or special arrangements made to support your child’s day-to-day activities? Does the difficulty interfere with your family’s routine? Do you find that your family is not able to do all that you would otherwise do if it were not for the particular difficulty? 

Emotional health is a lot less quantifiable than physical health and development. Children progress emotionally at different rates and what is “normal” for one is not necessarily normal for another. Temperaments, personalities, and life’s stressors, as well as our own subjective expectations of children, all complicate the picture of what is healthy or normative development. There is no standard measure to know when a parent or teacher should be worried about a child’s emotional development. One must use careful judgment and weigh factors such as the ones listed above. We advise teachers and parents who are unsure to seek an initial consultation with a qualified professional and sort out whether a further evaluation is sensible.  A first call is a big step, but it is generally one that will either provide reassurance or begin the process of providing needed help for the child. 

Do you have a specific question about your child’s transition back to in-person school?

Lucy Daniels School is an emotionally safe and supportive learning environment for children preschool-5th grade.Lucy Daniels School provides an alternative choice in our therapeutic school for children who struggle emotionally and academically in a mainstream school environment. At the Lucy Daniels School, each child’s education and therapeutic program is carefully tailored to his or her needs and strengths. Parents meet regularly with a parent guidance counselor. This collaborative approach helps children progress socially and academically to become successful and competent learners.
Set up a virtual meeting to find out more about admission, tuition and if Lucy Daniels School is right for your child: