As schools reopen and learners return to the classroom, feelings of anxiety and uncertainty are common, especially after extended breaks or challenging experiences.

To help students navigate these emotions, this publication spoke with Boitumelo Boikutho, a registered counsellor with the Health Professions Council of South Africa (HPCSA) specialising in trauma.

Boikhutso shared practical advice and strategies for managing stress, building resilience, and easing the transition back into school life.

• From your experience, what are the most common reasons young learners feel anxious at the start of a new academic year or when moving to a new grade?
At the start of a new academic year, many learners experience anxiety due to fear of the unknown. This can include worries about new teachers, increased academic expectations, making or losing friends, bullying, or fitting in socially. In the South African context, additional stressors may include transitioning to a new school, language barriers, overcrowded classrooms, academic pressure, or challenges at home such as financial strain, family instability, or community violence. For some learners, school is also linked to performance pressure or past negative experiences, which can heighten anxiety.

• How can parents and guardians tell the difference between normal back-to-school nerves and anxiety that may need professional attention?
Normal nerves are usually short-lived and improve once the child settles into their routine. Anxiety that may need professional attention tends to be more intense, persistent, or disruptive. Warning signs include frequent stomach aches or headaches with no medical cause, changes in sleep or appetite, excessive clinginess, panic attacks, refusal to attend school, emotional outbursts, withdrawal, or a noticeable drop in academic performance. If these symptoms last for several weeks or interfere with daily functioning, it may be time to seek support.

• What are some practical ways parents can help children emotionally prepare for returning to school or starting a new grade?
Parents can help by talking openly with their children about their feelings and validating their concerns without dismissing them. Re-establishing routines before school starts – such as consistent bedtimes and morning schedules – helps children feel more secure. Visiting the school, meeting the teacher, or walking through the timetable can reduce fear of the unknown. Encouraging positive coping skills, reassuring children of their support, and modelling calm behaviour are also important. Most importantly, children benefit from feeling heard, supported, and reassured that it’s okay to feel nervous.

• How does past trauma or difficult experiences affect a child’s anxiety around school?
Children who have experienced trauma such as loss, abuse, neglect, bullying, domestic violence, or significant disruptions often experience heightened anxiety in environments that feel unpredictable or overwhelming. School can trigger feelings of unsafety, lack of control, or fear of failure. Trauma can affect concentration, emotional regulation, and a child’s ability to trust adults or peers. These learners may appear withdrawn, hypervigilant, or emotionally reactive, and their anxiety is often a protective response rather than misbehaviour.

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• What advice would you give to teachers when they notice a learner who is withdrawn, fearful, or emotionally overwhelmed?
Teachers play a vital role in early support. I would encourage teachers to approach learners with empathy rather than discipline and to create a safe, predictable classroom environment. Gentle check-ins, consistent routines, and clear expectations can be very grounding. Referring concerns to the school-based support team, counsellor, or parents early on is important.

• Are there simple coping or grounding techniques children can use when they feel anxious at school?
Yes, simple grounding techniques can be very effective. These include slow deep breathing, placing both feet on the ground and noticing five things they can see or hear, squeezing a stress ball, or silently reminding themselves that they are safe in the moment. Younger children may benefit from visualisation, such as imagining a safe place, while older learners can use positive self-talk or short mindfulness exercises.

• What message would you like to share with learners who feel anxious or scared about the new school year?
To learners who feel anxious or scared: your feelings are valid, and you are not alone. Starting something new can be difficult, but it does not mean you are weak or incapable. Take things one day at a time, ask for help when you need it, and remember that it’s okay to feel nervous while still being brave. There are adults who care about you and want to support you; you don’t have to face it alone.

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