Why the first 100 days of school matter: Insights from St Martin’s principal
“By the 100th day, we have had multiple opportunities to assess a child’s progress,” said Venter.
Just as the first 100 days of a presidency or new government provide a window to assess and adjust, it also represents a milestone in a child’s first year at school.
According to St Martins School principal Warren Venter, it’s only after 100 days that parents and teachers can truly begin to measure how a child is adapting and thriving.
“The first few days are filled with excitement and novelty. There’s a sense of discovery – new friends, new activities – and it’s easy to assume all is well. But once the routine sets in, we start seeing the bigger picture. Only after this period can parents and teachers begin to make meaningful assessments about how a child is settling into their school environment,” Venter said.
Venter said assuming a child has settled after the first week of school is premature.
“It’s natural to breathe a sigh of relief when things seem okay in those early days. But we encourage parents to take a longer view.”
The first 100 days, he said, can also set the tone for the rest of a child’s school career.
He said a level of comfort and concomitant challenges or progress often manifests gradually as the initial excitement gives way to the reality of daily school life.
“It’s not uncommon for children to seem fine at first, only for signs of unease or difficulty to appear weeks later,” he noted.
“That’s why the 100-day mark is so important. It allows us, as educators, to see how children have adjusted to the routines, socialised with their peers and coped with the academic demands.”
Parents and teachers have a crucial role during this period. Venter suggested parents probe deeper. Instead of the daily “How was your day?” he suggested they engage their children in more meaningful conversations. “Ask about their friends, their teachers and what they enjoyed most or found challenging,” Venter shared.
“These questions can reveal much about how your child is feeling and whether they’re beginning to find their feet.”
For teachers, the measure is equally important.
“As educators, we need time to understand the individual dynamics of our classes and students. It’s not enough to rely on first impressions. By the 100th day, we’ve had multiple opportunities to assess a child’s progress, get to know them, observe their interactions and identify any areas where they might need support,” he said.
Parents are encouraged to work closely with teachers during this time and attend the first parent-teacher review armed with questions and observations. It’s an opportunity to spot potential challenges, from learning difficulties to social anxieties, before they become entrenched.
“It’s a period of discovery, adaptation, and growth,” he said.
“By this point, we can identify whether additional support is needed, but we’re still early enough in the year to ensure those interventions have a meaningful impact.” He added that waiting too long to act makes it harder to address issues effectively.
Completing the first 100 days falls just short of the Easter long weekend this year.
