The first few weeks of school are about more than simply getting back into a routine. They are also an opportunity to notice which habits are beginning to develop and gently establish the ones that can support children throughout the year.

Research suggests that the way adults support children’s learning, independence and wellbeing can make a difference over time.

The goal is not to create a perfect routine or to manage every aspect of school life, but to help children gradually develop the skills to manage more for themselves.

What can parents look out for?

Notice the pattern, not just the problem.
Is your child regularly exhausted after school? Avoiding certain subjects? Becoming frustrated by homework? Finding friendships difficult? Or perhaps they are becoming more confident and independent? The first month can provide useful clues about how your child is adjusting.

Build healthy routines early.
Sleep, regular meals, movement and time to unwind are not extras, they provide an important foundation for learning and emotional regulation. Research has found associations between sleep quality and school performance, particularly among school-aged children and adolescents.

Let independence grow.
It can be tempting to check every piece of homework, remind children repeatedly about deadlines or step in when something becomes difficult. However, children also need opportunities to plan, make mistakes, problem-solve and experience the satisfaction of managing something themselves. For younger children, this might mean packing their school bag or remembering their reading book; for older students, it might mean organising deadlines, checking their timetable or deciding when and where to study.

Support homework without taking it over.
Think of yourself as a supporter rather than the person doing the learning. Ask, “What do you think you need to do first?” or “How could you approach this?” rather than immediately providing the answer. Research on parental homework involvement suggests that autonomy-supportive help is more positively associated with achievement than controlling or intrusive involvement.

Keep the door open for help.
Children do not always say, “I am struggling.” Changes in mood, sleep, friendships, motivation, attendance, confidence or behaviour can sometimes be worth noticing. Equally, not every difficult day is a concern. The important thing is to stay curious and connected. A simple “How are things going?” can be more useful than a series of questions about grades.

Lower School

For younger children, focus on predictability, practice and independence. Establish a simple after-school rhythm, encourage them to take responsibility for small tasks and praise effort, persistence and problem-solving rather than only correct answers.

Upper School

For older students, gradually shift from managing to mentoring. Encourage them to keep track of deadlines, communicate with teachers, organise their workload and recognise when they need help. Parents remain an important source of support, but increasing independence is part of preparing young people for the demands ahead.

A useful question for parents

Instead of asking:

“How can I make sure my child succeeds?”

try asking:

“What can I do now that will help my child become more confident in managing this for themselves?”

The first month does not need to be perfect. It is simply a good time to notice what is working, identify what may need adjusting and establish small habits that can support children’s learning and wellbeing throughout the year.

Small habits, repeated consistently, can become strong foundations for the months ahead.

References

Dewald, J. F., Meijer, A. M., Oort, F. J., Kerkhof, G. A., & Bögels, S. M. (2010). The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents: A meta-analytic review. Sleep Medicine Reviews, 14(3), 179–189. https://www.sciencedirect.com/science/article/abs/pii/S1087079209001002?via%3Dihub

Fernández-Alonso, R., Álvarez-Díaz, M., García-Crespo, F. J., Woitschach, P., & Muñiz, J. (2022). Should we help our children with homework? A meta-analysis using PISA data. Psicothema, 34(1), https://www.psicothema.com/pii?pii=4721   

Gonida, E. N., & Cortina, K. S. (2014). Parental involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84(3), 376–396. https://doi.org/10.1111/bjep.12039

Juhant M. (2025). The Schoolwork Maze. Strategic Parenting. https://www.strategicparenting.com/marko-juhant/

Xu, J., Guo, S., Feng, Y., Zhang, Y., Núñez, J. C., & Fan, H. (2024). Parental homework involvement and students’ achievement: A three-level meta-analysis. Psicothema, 36(1), 1–14. https://doi.org/10.7334/psicothema2023.92  

Xu, J., Du, J., Wu, S., Ripple, H., & Cosgriff, A. (2019). Reciprocal effects among parental homework support, effort, and achievement? An empirical investigation. Frontiers in Psychology, 9, Article 2334. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.02334/full