Back to School: Tips for Foster Care

Returning to school can be a hopeful time of fresh starts, new routines, and opportunities to learn and grow. But for many children in foster care, it can also bring big emotions and unexpected challenges.

If you're supporting a child through this transition, it's important to know that uncertainty, anxiety, or changes in behaviour are not necessarily a sign that something is wrong. They're a common response to change, especially for children who have experienced trauma or disruption. This guide focuses on emotional safety, preparation, and support, offering practical back-to-school tips to help children feel more settled and secure.

Why Back to School Can Feel Hard for Children in Foster Care

For children in foster care, returning to school often involves much more than adjusting to a timetable. School brings expectations and social pressures, which can feel overwhelming when a child's sense of safety is still developing.

You might notice:

• Increased anxiety, clinginess or resistance in the mornings
• Big emotions after school
• Changes in sleep, appetite or behaviour
• Regression in skills or confidence

Children who have experienced trauma or instability may find transitions particularly hard. Changes can trigger feelings of uncertainty or loss of control, even when the change is positive.

Changes in routine, people, and expectations

A new school year often means new teachers, classrooms, classmates, and daily rhythms. Even small changes like a different bell time or classroom layout can feel significant for children who rely on predictability to feel secure.

After school holidays, the shift from flexible days to structured schedules can also be difficult. Children in foster care may need extra time to adjust to earlier mornings, longer days, and increased social demands. Adjustment takes time which helps explain why even the most thoughtful, empathetic care can still feel hard in the early weeks.

Emotional and behavioural responses to stress

Stress doesn't always look like worry. Some children may withdraw, become quiet or clingy, or struggle with sleep. Others may show irritability, emotional outbursts, or difficulty concentrating. These responses are often a child's way of communicating that they feel overwhelmed.

Rather than focusing on correcting behaviour, consistent reassurance, calm boundaries, and emotional availability help children feel supported. Progress may be uneven - and that's okay. Patience and predictability matter far more than quick fixes.

Building Supportive Daily Routines

For children who have experienced uncertainty, routines can help create a sense of safety. Knowing what comes next can reduce anxiety and support emotional regulation. Routines don't need to be strict. Even simple, consistent patterns can help children feel more settled and supported

Simple, consistent mornings and evenings

Calm, predictable mornings and gentle evening wind-down routines help children feel anchored. Keeping wake-up times, meals, and bedtimes relatively consistent supports regulation, even if routines need to flex as the term unfolds.

If mornings are difficult, simplifying expectations and allowing extra time can reduce stress for everyone involved.

Reduce decision fatigue where possible

School days ask a lot of children emotionally. Preparing lunches, bags, and clothes the night before helps conserve energy and reduces pressure during busy mornings.

Fewer decisions can mean fewer overwhelm points especially for children who are still learning to manage big feelings.

Balance learning, rest, and play

Downtime matters. After school, children may need space to rest, play, or decompress before engaging in conversation or homework. Especially early in the term, keeping afternoons light and limiting extra commitments can support regulation. Rest helps children reset and recover.

Working in partnership with the school

When carers and schools work in partnership, children are more likely to feel supported and understood. Taking time to build a respectful relationship with your child’s school helps create consistency between home and the classroom.

Partnership isn’t about constant contact. It’s about staying connected in purposeful ways, so children experience consistency and know the adults around them are working together to support their learning and wellbeing.

Communicating with teachers and staff

Communication with busy teaching staff works best when it is thoughtful and purposeful. Connecting early with the school to understand preferred communication patterns such as when to check in and how to share updates can help set things up well.

Initially, sharing a small amount of relevant information is often most helpful. This might include learning preferences, strengths, triggers, and what helps your child feel safe at school. Keeping communication focused helps it remain manageable as the term unfolds.

Navigating privacy and sensitive information

You're not expected to share a child's full background with the school. It’s okay to share only what feels necessary to support learning and wellbeing.

Balancing privacy with advocacy can feel complex, but schools are experienced in working respectfully with carers to ensure children receive appropriate support without unnecessary exposure.  Your case manager can be a helpful partner in thinking through what to share and how.

Helping Children Settle Once School Has Started

Settling doesn't happen overnight. The weeks after school begins are often when emotions surface most clearly and when gentle, consistent support matters most.

Daily emotional check-ins

Short, low-pressure check-ins after school can help children decompress. This might look like sharing a snack, sitting quietly together, or asking simple questions like, "What was the easiest part of today?" or "What felt tricky?"

Listening matters more than fixing.

Notice and celebrate small wins

Progress isn't always academic. Showing up, staying regulated, or trying something new are all worth acknowledging. Celebrating effort and emotional growth helps children build confidence and resilience over time.

Adjusting support as the term continues

It's common for challenges to emerge a few weeks into the term as routines settle and demands increase. Many children show how school is really impacting them over time. Small adjustments to support or expectations can help restore balance and support wellbeing.

When Extra Support Might Help

Needing additional support doesn't mean something has gone wrong. It simply means you and the child in your care may benefit from extra scaffolding during a demanding transition.

Signs a child may need additional support

Ongoing distress, school refusal, changes in sleep, regression, or persistent emotional overwhelm may signal that a child needs more support. Trust your instincts - carers know their children best.

However, seeking help early can prevent small challenges from becoming bigger ones.

Where carers can seek support

Your Anglicare case manager is your first point of support and is there to walk alongside you as children's needs change across the year. They can help you make sense of what you're seeing, think through next steps, and support conversations with schools when needed.

Anglicare also offers ongoing education and training throughout the year, designed to help carers navigate children's emotional, behavioural, and learning needs as they arise. These sessions can be a valuable way to build confidence and feel less alone in the challenges.

It's always a good idea to check in with your case manager if something feels off or you're unsure how to respond. You're not expected to have all the answers - support is part of the journey.