Understanding Behaviour Before the Break

As summer approaches, we must remember that behaviour is a form of communication, especially for children navigating complex emotional landscapes. The shift away from school - often a source of structure, safety, and connection - can stir deep emotions.

Let’s consider:

• A child acting out in the final weeks of term may be anxious about an unpredictable summer at home.
• A child refusing to participate in end-of-year activities may be grappling with separation anxiety or past traumas linked to long holidays.
• A child becoming increasingly withdrawn may be bracing for a lack of food security or adult support once school ends.

Be mindful of the onset of our frustration (we bring our own tiredness, worries, and maybe, previous traumas to this too); let’s respond with curiosity, compassion, and structure, showing children that they are seen and valued - especially during this transition.

Recognising the Emotional Challenges of Summer

The summer break can amplify difficulties for children experiencing:

• Care arrangements or family instability, where being away from school means being cut off from a place of predictability and support.
• Financial hardship, where summer highlights differences in access to holidays, outings, or even meals - especially in the teenage years where fairness becomes a key concern.
• Domestic stress or unsafe environments, making the long break a source of anxiety rather than rest.
• Disruption to routine, which can be especially hard for children who rely on structure to manage emotional regulation.

These challenges often present as behaviour: emotional dysregulation, separation anxiety, increased need for reassurance, or refusal to engage.

Instead of assuming a child is “acting out,” we must ask: “What is this behaviour telling us?”

Supporting Children in the Lead-Up to Summer

Be Proactive and Attuned
Emotional signals may appear weeks before the end of term. Clinginess, irritability, or distraction can indicate rising anxiety. Stay curious and open to what lies beneath the behaviour.

Strengthen Relationships and Provide Safety
Maintain calm, consistent relationships and routines. Offer safe spaces, visual timetables, and opportunities for emotional expression through art, storytelling, movement, or music.

Include and Empower
Not every child looks forward to summer. Acknowledge diverse experiences. Avoid well-intentioned but exclusive questions like “Where are you going on holiday?” Instead, use inclusive language like “What are you hoping to enjoy this summer?”

Use Visual Aids and Clear Transitions
Help children prepare for the break by using countdown calendars, visual schedules, and stories that explain what to expect. Emphasise the return to school and what will remain familiar.

Provide Transitional Connections
Give children a bridge between school and home. This might be a class teddy, a letter from their teacher, or a small project to bring back in September. These can help sustain a sense of connection, safety, and belonging over the holidays.

(See also The Power of Transitional Objects.)

Supporting Families with Sensitivity
Understand that not all families look forward to the summer. Some may be facing stress, resource shortages, or isolation. Offer information about holiday food programmes, community services, or wellbeing resources in a dignified, private way.

Also remember: excessive excitement from a child may actually be masking worry, overstimulation, or uncertainty. Stay curious.

Prepare for September With Compassion

Returning to school after a long break can bring regression. Children may struggle with routine, reattachment, or emotional regulation. Plan for a gentle re-entry, offering extra time, support, and patience.

Staff Well-Being Matters Too

Summer term is exhausting. The emotional labour of teaching and caregiving can take its toll. Please prioritise self-care, draw on your support networks, and check in with colleagues.

Let’s go into the summer with empathy, balance, and a shared commitment to seeing and supporting the whole child!