Supporting children to return to school
School can be a safe and steady place for care experienced children. But returning after time away can bring anxiety, worry, or resistance.
Helping care experienced children settle back in after time away
School should feel like a safe and supportive environment for all children. However, returning after time away – whether because of illness, exclusion, or holidays – can bring up anxiety, worry, or resistance, particularly for care experienced children and young people. Thoughtful planning and connection through these transitions can make all the difference.
Here are some simple, effective steps that parents, carers, and school staff can take together to support a positive return to school.
1. Be prepared
The right support should be in place before a child returns. Their first day back should feel welcoming, with clear expectations and the reassurance that help is ready and waiting.
This might involve a meeting or phone call between school staff, the child, their parents or carers, and any other supportive adults to review or update the child’s support plan.
✅ Top tip
Don’t wait until they’re through the door: make sure support is in place before a child returns to school.
2. Restore relationships
Time away from school can disrupt important relationships. For care experienced children who may already find trust and connection difficult, this can be especially hard.
Find small but meaningful ways to reconnect:
- Making space for one-to-one chats with trusted adults
- Saying hello by name each day
- Having their favourite breakfast available if they attend the school breakfast club
- Offering a soft start, for example, a calm space to begin the day
- Creating time for restorative conversations if there’s been a conflict or exclusion
- Making space for one-to-one chats with trusted adults.
✅ Top tip
Connection before correction: small acts can create a welcoming environment and build trust. This can make a big difference to how safe and supported a child feels.
▶️ Hear tips from Sean, a pastoral care teacher, about Making school a welcoming place
3. Check in often
Once a child is back, regular, low-key check-ins help monitor how they’re settling in. These don’t have to be formal. Sometimes a quick chat in the corridor is all it takes.
This can show a child that the adults supporting them are paying attention, and that there’s always someone they can turn to if things get tough.
✅ Top tip
Little and often: casual check-ins help spot issues early and make children feel seen.
4. Start with the positive
Not every part of school life will feel manageable right away. It’s important to help children re-engage with the school environment by starting with what feels safe and familiar. For example, a subject they enjoy, a teacher they trust, or even an after-school activity that brings them joy.
This sets a positive tone and helps rebuild their confidence.
✅ Top tip
Begin where they shine: a positive first experience can shape the whole return.
5. Review and revise support plans
Informal support is great, but formal review is essential. Meet regularly to discuss what’s working well and what needs to change.
Children should always be involved in this process. They might want to attend meetings, or they could share their thoughts in writing, through drawings, or with an adult who they trust to share their views.
✅ Top tip
Support needs evolve: regular reviews keep support plans meaningful.
Find out more
🔗 Read about Nyla’s experience of meetings
▶️ Watch our short Navigate video on Making meetings more comforable
▶️ Find out how you can help Children who do not want to attend meetings