How to Manage the School Adjustment Process in the Healthiest Way

Dr. Demet Gülaldı, Assistant Professor in the Department of Child Development at Üsküdar University School of Health Sciences, shared important insights on school adjustment and navigating this process in a healthy manner. "School adjustment refers to the degree to which a child adapts to meet the requirements of school culture and learning environments at the highest level for learning. It is the ability to interact harmoniously with peers and teachers without experiencing anxiety or stress," she explained.

School adjustment has three dimensions

Noting that the academic dimension of school adjustment relates to how students approach assigned homework and classroom activities and their performance on tests, Dr. Demet Gülaldı continued: "The social dimension includes participation in school social activities such as cooperation with classmates and displaying respectful attitudes toward peers and teachers. The personal-emotional aspect of school adjustment concerns how students cope with anxiety and stress. Among the most important factors enabling school adjustment are teacher relationships, peer relationships, parental attitudes, the physical structure of the school and environmental conditions."

Fear of school and school refusal can occur

Noting that children without school adjustment problems are labeled as "well-adjusted children" and those with problems are labeled as "maladjusted children," Dr. Demet Gülaldı stated that as a result of failing to achieve school adjustment, children frequently exhibit fear of school and reluctance to attend. She continued: "As the time to go to school approaches, children may exhibit restlessness, crying, inward and outward aggression, irritability, headaches, nausea and loss of appetite. At school, withdrawal, crying, non-participation in activities, reluctance to enter the classroom, aggression toward peers, defiance toward or excessive closeness to the teacher may be observed. In the preschool period, children experiencing adjustment problems may exhibit behavior such as not wanting to separate from their mothers, crying all day while waiting at the door or window, and attempting to keep their mothers at school with them. In children experiencing adjustment problems, bedwetting at night, sleep disturbances, eating disorders and digestive system disorders will also negatively affect their lives."

Children with secure attachment adapt more easily

Noting that preschool institutions are often the first institution where children become acquainted with the school environment, Dr. Demet Gülaldı stated: "Given that this experience in early childhood is one of the most important events in a child's life and even a beginning that will affect their entire life, it is very important. The trust-based attachment relationship formed between the child and the mother or caregiver in early childhood and even infancy has an important effect on the child's adjustment to school and the new environment. Children with secure attachment are ready to move away from their mother and explore new things. When starting school, children should be given time for the school adjustment process. Although this process typically spans approximately 1-1.5 months, it can vary depending on the school environment, the child's readiness for school, parental attitudes and the child's temperament," she stated.

School adjustment affects a child's future quality of life

Addressing the effects of school adjustment on child development, Dr. Demet Gülaldı stated: "Considering the time children spend at school, being happy at school and achieving adjustment are important for children's quality of life. Children who achieve school adjustment are more attentive during the learning process, more active and independent participants in school activities. The influence of this adjustment is significant in these children's high academic success. Furthermore, school adjustment creates a foundation for children to establish close and trust-based relationships with peers and teachers. Peer relationships, in particular, play an important role in the school adjustment process. Whether children are accepted or rejected by their peers and the direction of peer behavior either facilitates or complicates school adjustment," she said.

Prevent school phobia from developing

Dr. Demet Gülaldı stated that when there is no school adjustment and necessary interventions are not made, school phobia will develop in later periods and the quality of life for both family and child will be significantly impaired. Pointing to the importance of achieving school adjustment, Dr. Demet Gülaldı stated: "School orientation programs help families during the school adjustment process. Through opportunities such as visiting school for short periods, becoming familiar with the school, school surroundings and friends, and participating in free activities together, children can feel more comfortable. To minimize anxiety in the child, it is recommended that the first meeting with the teacher occur in a comfortable and sincere environment. Most importantly, to ensure the adjustment process is healthy, it must be confirmed that the child is cognitively ready for school," she said.

Advice for parents!

While pointing to the responsibilities of mothers and fathers regarding school adjustment, Dr. Demet Gülaldı continued: • Among the factors affecting school adjustment, the most important is parental attitudes and behavior. Along with school and peer relationships, separation anxiety from the caregiver, particularly from the mother, also affects the failure to achieve school adjustment. • It is observed that children raised in families with democratic attitudes, where decisions are made together with explanations of their reasoning, where certain rules exist and who develop a sense of responsibility, more easily adjust to school and new environments and establish positive friendships. • It would be appropriate for families to provide explanations suited to the cognitive level of children starting school regarding their new experience. Since the child will have concerns about going to school and being away from home, questions should be answered truthfully and realistically. • Parents should absolutely not negotiate with a child who does not want to go to school or make various promises if the child goes to school. • Care should be taken not to use negative statements about the school and teacher within the family. Sometimes parents sharing their own positive experiences can also help the process. • In situations where the adjustment process is prolonged, obtaining professional support will ease the process for the child, family and school.