Making the Transition Gentle

Be honest about the change but be mindful of how much adult information you share. Children don’t need to carry all the frustrations, disagreements or worries that may have led to the decision.

Keep the explanation simple and appropriate to their age. You might explain that you have been thinking carefully about what they need and have found another school that you think could suit them well.

Allow mixed feelings. A child can be excited about a new school and sad about leaving the old one at the same time.

Uncertainty can create anxiety.

Visit the new school before the first day if you can. Walk through the classroom and playground. Find the toilets. Meet the teacher. Work out where bags and lunchboxes go. Ask what happens first thing in the morning.

These details may seem insignificant to an adult. To a child entering an unfamiliar environment, they matter.

Photos can help younger children too. Looking at the school website together, talking about what they saw during their visit or remembering the names of a few key adults can make the first morning feel less unfamiliar.

”It’s incredible to see a child who is struggling find the right environment and thrive.”

Cristina, Moerlina Parent

One of the biggest concerns children have about changing schools is whether they will make friends.

Avoid promising, “You’ll make lots of friends straight away.”

They might not. Friendships take time, and that is okay.

Instead, talk about how friendships begin: sitting beside someone, joining a game, finding a shared interest or asking someone a question.

Ask the new school how it supports children entering established groups. Who will notice if your child is alone at recess? How will they help them find their way into games and conversations? Who will check in with them as they settle?

At Moerlina, our small size makes it easier to notice how a new child is settling in. Educators take time to get to know them, keeping early interactions relaxed and conversational and using humour to help children feel at ease. We also look for opportunities to connect new children with peers who will naturally include them in play and everyday school life.

That attention extends beyond the classroom. Our Co-Principals regularly eat with the children and spend time with them during play, so they get to know new students in ordinary, informal ways too. Because we are a small staff, observations can be shared quickly: a teacher may notice something in class, another staff member at lunch, and someone else in the playground. Together, these small observations help us build a fuller picture of how a child is settling.

When one part of a child’s life is changing, stability elsewhere helps.

Keep family routines as normal as possible. Maintain usual sporting activities, friendships and weekend routines where practical.

If your child wants to maintain friendships from their previous school, help them do that. Changing schools does not require erasing the life they had before.

One of the biggest concerns children have about changing schools is whether they will make friends.

Avoid promising, “You’ll make lots of friends straight away.”

They might not. Friendships take time, and that is okay.

Instead, talk about how friendships begin: sitting beside someone, joining a game, finding a shared interest or asking someone a question.

Ask the new school how it supports children entering established groups. Who will notice if your child is alone at recess? How will they help them find their way into games and conversations? Who will check in with them as they settle?

At Moerlina, our small size makes it easier to notice how a new child is settling in. Educators take time to get to know them, keeping early interactions relaxed and conversational and using humour to help children feel at ease. We also look for opportunities to connect new children with peers who will naturally include them in play and everyday school life.

That attention extends beyond the classroom. Our Co-Principals regularly eat with the children and spend time with them during play, so they get to know new students in ordinary, informal ways too. Because we are a small staff, observations can be shared quickly: a teacher may notice something in class, another staff member at lunch, and someone else in the playground. Together, these small observations help us build a fuller picture of how a child is settling.

Even a very positive transition takes energy.

Your child may be more tired than usual. They may be irritable after school or temporarily more emotional. They are learning new routines, reading new social cues, remembering names and working out where they belong. Give it some time.

Rather than asking “Did you have a good day?” every afternoon, try something more specific: Who did you spend time with today? What made you laugh? Was anything confusing? What felt easier today than yesterday?

These kinds of questions can give you a much clearer picture of how they are settling.

Good transition support is a partnership.

Check in with the teacher after the first few days and again after a couple of weeks. Ask how your child is managing socially as well as academically.

Remember that some children appear completely fine at school and release all their emotions once they get home. Others are anxious at drop-off and happily engaged five minutes later. Sharing both perspectives helps everyone understand how the transition is really going.