Starting the New Semester Strong: Supporting Students’ Emotional and Academic Re-Entry



Returning to school after winter break can be harder than many adults expect. While students may look rested or excited to see friends, the transition back to academic demands, routines, and expectations often brings increased stress, fatigue, and emotional dysregulation. January is a critical time for schools and families to work together to support both emotional well-being and academic readiness.

With intentional strategies, students can re-enter the school environment feeling safe, supported, and prepared to learn.

Why the January Transition Can Be Challenging

Winter break disrupts many of the routines that help students feel regulated and successful. Upon return, students may experience:

  • Difficulty waking up and sustaining attention

  • Increased irritability or emotional sensitivity

  • Anxiety about academic expectations

  • Reduced motivation or task initiation

  • Challenges re-engaging socially

These responses are developmentally normal and not a sign of defiance or lack of effort. They signal a need for predictability, connection, and gradual re-adjustment.

Supporting Emotional Re-Entry at School

1. Re-Establish Predictable Routines

Clear schedules, visual agendas, and consistent expectations help students regain a sense of control and safety.

2. Prioritize Connection Before Correction

Students are more regulated and ready to learn when they feel emotionally supported. Brief check-ins, positive greetings, and opportunities for sharing can reduce anxiety.

3. Normalize Big Feelings

Talking openly about how transitions can feel hard helps students name and manage emotions rather than act them out.

4. Provide Regulation Opportunities

Movement breaks, calming strategies, and flexible seating options support students who may struggle with attention or emotional regulation in January.

Supporting Academic Re-Entry

1. Ease Back Into Academic Demands

Gradually reintroducing workload and expectations allows students to rebuild stamina and confidence.

2. Review and Model Expectations

Explicitly revisit classroom routines, organization systems, and assignment expectations rather than assuming students remember them.

3. Support Executive Functioning Skills

January is an ideal time to reinforce:

  • Organization and material management

  • Planning and prioritizing

  • Task initiation

  • Time management

Small scaffolds—like checklists or visual reminders—can significantly reduce overwhelm.

4. Focus on Growth, Not Gaps

Emphasizing effort and progress helps students re-engage without fear of failure.

How Families Can Support at Home

  • Re-establish consistent bedtime and morning routines

  • Talk with children about feelings related to returning to school

  • Use calendars or planners to preview upcoming expectations

  • Offer encouragement and patience during the adjustment period

Parents play a critical role in reinforcing the message that transitions take time and support.

A Collaborative Approach Matters

When schools and families share an understanding of the emotional and academic demands of January, students benefit. Psychological Services teams support this process through consultation, observation, and intervention—helping create environments where all students can successfully re-engage.

Starting the semester strong doesn’t mean expecting perfection. It means meeting students where they are, providing structure and support, and helping them build momentum toward success.

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