The Return to School

The start of a new school year often brings big, mixed emotions for children.

  • Excitement about seeing friends
  • Worries about new teachers or classrooms
  • Separation from caregivers
  • Fear of the unknown

It’s normal for September to feel overwhelming. Emotions, especially fear, can be very strong at this time of transition.

The natural language for children to process overwhelming feelings is play and creativity. This "unspoken" expression supports the child’s internal processing and is ultimately how they begin to make sense of emotion.

A "picture can convey thoughts, feelings and memories which have defied words but continue to crave recognition.” (Danilio, 1982)

Words, by their nature, are limiting in their ability to express the depth and breadth of feelings.

For children, expressing difficult emotions like fear through words can feel exposing and overwhelming. Their emotional literacy and vocabulary are still developing, so words (or the right words!) may not yet be available to them.

Art and play provide another pathway: they externalise feelings, bringing them "into the room," which makes them easier to tolerate. Through metaphor in art and story, feelings can be processed safely.

Why This Matters in September

September is a time of change, uncertainty, and adjustment. Even positive changes, like new opportunities and friendships, can bring stress.

  • Transitions: Moving to a new class or school can disrupt a child’s sense of safety and predictability.
  • Separation: Being apart from caregivers after the summer break can heighten feelings of anxiety.
  • New expectations: Academic and social demands may feel overwhelming.
  • Identity: Children are figuring out where they “fit” in a new environment, which can stir up insecurity.

Play and creativity give children a safe, non-verbal way to explore and process these big feelings. This is especially important in September when emotions are at their peak and words may not yet be available.

When children are supported to draw, paint, build, or role-play their feelings about school:

  • They gain a sense of control over experiences that may feel unpredictable.
  • They begin to externalise fears that otherwise might stay inside and grow.
  • They experience the relief of being seen and understood without pressure to explain everything in words.

More than 3,000 studies show the arts play a major role in promoting health and preventing ill health, including child development and mental wellbeing (Fancourt & Finn, 2019).

Responding with Care

Your response is as important as the activity itself.

  • Don’t interpret the drawing or activity
  • Gently notice what’s there.
  • Offer an empathetic, attuned response.
  • Approach with sensitivity and curiosity.

This helps children feel safe and understood.

A Practical Example

If, in September, a child says:

“I’m scared about going to school.”

You might respond:

“Can you show me what feeling scared about school feels like?”

Give them paper, crayons, or clay. This communicates genuine interest in their inner world and provides a safe, symbolic outlet for fear.

Key Takeaway

In September, with its new beginnings and uncertainties, play and creativity become vital languages for children.

When adults meet them with empathy and curiosity, these tools support children in expressing, processing, and eventually finding words for their big feelings.