How to guide children who are unwilling to live in school

Children's unwillingness to live in school is usually related to factors such as separation anxiety and difficulty adapting to the environment. Emotional support, early adaptation training, home school communication, establishing a sense of security, and gradual transition can be used to help children alleviate their emotions.

1. Emotional Support

Parents need to patiently listen to their children's concerns about boarding and avoid negative or perfunctory responses. Understand specific reasons through empathetic dialogue, such as fear of loneliness, unhealthy eating habits, etc. Prepare familiar dolls or family photos as emotional support in daily life, and provide high-quality companionship when returning home on weekends to help children establish a sense of security in their family connection.

2. Early adaptation training

Two weeks before the start of school, children can be taken to visit the dormitory environment, interact with life teachers, and gradually extend their stay on campus. Simulate the dormitory schedule to adjust the nighttime sleep process and cultivate the ability to independently organize items, wash up, and other activities. Short term boarding summer camp experience can also reduce unfamiliarity, but it is necessary to choose group activities with more peers.

3. Home school communication

Maintain information synchronization with the homeroom teacher and life teacher to understand the differences in children's performance in the classroom and dormitory. Negotiate flexible transition plans, such as allowing for a weekly mid cycle pick-up in the initial stage. Please assign more group tasks to help children establish peer relationships and avoid exacerbating resistance due to social isolation.

4. Establish a sense of security

Prepare items with a family atmosphere for children, such as recorded stories, customized schedules, etc. Clearly inform visitation arrangements and strictly adhere to commitments to reduce uncertainty and anxiety. Through role-playing games that simulate boarding school scenes, teach children to express their needs through language rather than crying and escaping.

5. Gradual transition

Start adapting from half day accommodation and adjust progress based on emotional reactions. In the initial stage, it is allowed to carry comfort items, and dependence gradually decreases with the degree of adaptation. Collaborate with children to establish a reward mechanism, such as providing opportunities for special family activities by persisting in accommodation, which positively enhances positive experiences. In addition to psychological counseling, it is necessary to pay attention to the physiological needs of children, prepare healthy snacks that meet their tastes, and check the comfort of dormitory bedding. Regularly review your child's boarding experience and avoid equating resistance with lack of independence. If accompanied by persistent somatic symptoms such as abdominal pain and insomnia, it is recommended to collaborate with a psychologist to develop an intervention plan. Maintaining emotional stability is key for parents, as excessive worry or a tough attitude may prolong the adaptation period.