Back-to-School Tips for Parents: 12 Ways to Ease the Transition

Back-to-School Tips for Parents: 12 Ways to Ease the Transition

posted on Wellspring Prevention

A new school year can bring excitement, stress, and major changes to a family’s routine. Children may be thinking about new teachers, heavier workloads, friendships, transportation, or simply waking up early again.

Parents and caregivers can ease the transition by preparing gradually and focusing on a few routines that support sleep, communication, organization, and emotional well-being. These back-to-school tips can help children of different ages begin the year feeling more prepared and supported.

1. REBUILD SCHOOL SLEEP ROUTINES EARLY

Summer often brings later bedtimes, slower mornings, and more flexible schedules. Suddenly returning to an early school routine can make the first week harder for children and parents.

Sleep is already a widespread concern among school-age children. According to the CDC, about one-third of children under age 14 and approximately three-quarters of high school students do not get enough sleep. Insufficient sleep is associated with difficulty concentrating, behavior concerns, poor mental health, and lower academic performance.

Begin adjusting bedtime and wake-up time about one or two weeks before school starts. Move the schedule earlier by 15 to 30 minutes every few days rather than changing everything at once.

A consistent evening routine may include preparing clothes and backpacks, turning off entertainment screens, taking a bath or shower, reading, and going to bed at a predictable time.

Children ages 6 to 12 generally need 9 to 12 hours of sleep each night, while teenagers ages 13 to 18 need 8 to 10 hours. Adequate sleep supports attention, emotional regulation, behavior, and learning.

2. PRACTICE THE MORNING SCHEDULE

A trial run can help families identify problems before the first school morning becomes time-sensitive.

Have children practice waking up, getting dressed, eating breakfast, packing their belongings, and leaving the house around the expected departure time. Review where shoes, backpacks, lunchboxes, and school devices will be kept.

Younger children may benefit from a picture-based checklist. Older children and teens can use alarms, written routines, or phone reminders.

The goal is not to create a perfectly timed morning. It is to reduce uncertainty and help children understand what will be expected.

3. TALK ABOUT EXPECTATIONS AND CONCERNS

Children do not always directly say that they are nervous about returning to school. Anxiety may appear as irritability, sleep problems, repeated questions, stomachaches, or resistance to getting ready.

Ask specific, open-ended questions such as:

  • “What are you most looking forward to this year?”
  • “Is there anything about school that feels uncertain?”
  • “What do you think will be different this year?”
  • “What would make the first week feel easier?”
  • “Who could you talk to at school if you needed help?”

Listen before offering solutions. Avoid dismissing concerns with statements such as “There is nothing to worry about.” Instead, acknowledge the feeling and help your child think through manageable next steps.

Play is the Work of Childhood

Play is the Work of Childhood

Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.
Fred Rogers
Psychological & Educational Consulting, LLC
973.309.3262
drliz@psychedconsult.com
www.psychedconsult.com

513 West Mount Pleasant Ave. Suites 212 & 322 Livingston, NJ

The Social Executive Function Skills That Elude Kids with ADHD

The Social Executive Function Skills That Elude Kids with ADHD

written by Ryan Wexelblatt, LCSW, posted on AttitudeMag.com

Children and teens with ADHD may lose friends because of deficits in social executive function skills – the underlying processes that are involved in social skills ranging from perspective-taking to reciprocity and cognitive flexibility. Here, learn strategies that help them bolster these skills and strengthen their friendships.

Dominating conversations. Not showing interest in others. Telling cringey jokes. Struggling in unstructured social situations. Children and teens with ADHD know these social struggles and misunderstandings too well. For many kids, friendship foibles like these become a source of shame over time; they question why they can’t grasp what comes intuitively to their peers and may retreat socially, often into the world of “virtual friendships.”

Why do kids with ADHD struggle with friendships? Navigating social interactions requires various mental processes, or executive function skills. Deficits and delays in these skills – which I refer to as social executive function skills – are common in ADHD, and they explain many of our kids’ problems in the social realm.

Lagging social executive function skills represent a learning challenge; they prevent children from intuitively picking up on social information from a young age to the same extent as their peers. This should not be confused with struggles stemming from social anxiety or other conditions.

Better social skills begin to take root when we understand the foundational skills that cause the most trouble – from internal dialogue and cognitive flexibility to perspective-taking and understanding context – and the strategies that effectively build and support these skills in ADHD brains.

Social Skills for Kids: Understanding Underlying Deficits

Children and teens with ADHD, even if they are socially motivated, tend to have a hard time with the following skills that underlie social interactions:

  • Perspective-taking: Understanding others’ thoughts and feelings, and how you are coming across in social settings
  • Situational awareness; reading the room and understanding what you should be doing, based on context
  • Responding appropriately to others’ emotions; you may come off as rude or disinterested if you do not respond as expected after someone has shared their feelings or emotions
  • Initiation; difficulty with starting conversations, with asking for help, and with self-advocacy skills
  • Cognitive flexibility for the sake of being part of a peer group, accepting others’ ideas, and being able to take direction from others
  • Using humor appropriately

Many children with ADHD have trouble with the above skills because they struggle to “hear” their internal dialogue (which I refer to as their “Brain Coach” to help children make sense of this skill).

Of course, ADHD symptoms like impulsivity and inattention may also impact social interactions. Impulsivity may cause an individual to interrupt someone who is speaking or say inappropriate things, while inattention may show up as spacing out during conversation or appearing disinterested.

What Social Skills Struggles Look Like in Children

Lagging social executive function skills become noticeable to same-aged peers around age 7 and well before parents start to notice. Early signs often include the following:

  • Acting bossy and controlling with peers, especially during play
  • One-sided conversations
  • Difficulty in unstructured social situations, like recess
  • Difficulty keeping friends (but can make friends)
  • “Smothering” a new friend
  • Difficulty relating to same-age peers, but does fine with younger children and adults
  • Not understanding how they’re coming across to others (poor perspective-taking skills)

What Social Skills Struggles Look Like in Tweens and Teens

As social expectations increase over time, new difficulties may emerge, also rooted in weak social executive function skills. Signs that a tween or teen is struggling socially include the following:

  • Retreating into video games/social media/the online realm to escape the uncertainty and unpredictability of socializing
  • Inflexibility; unable to accommodate different viewpoints, activities, etc.
  • Criticizing peers; might call others “weird” or “annoying”
  • Only wanting to befriend “popular” peers who are not accepting of them; may overlook peers with lower social standing
  • Little to no interaction with peers outside of school; may say that they have “school friends” but not “outside-of-school friends,” meaning they do not understand the work it takes to build and sustain friendships – and their role in that interplay

Social Skills for Kids: Strategies and Guidelines for Parents

Parents play the most important role in helping children improve their social executive function skills. Here is how to begin:

Share your internal dialogue to model perspective-taking. This will help your child understand what it sounds like to think about others, and thus help develop their own self-talk. Vocalizing your inner dialogue will help your child learn to pause and consider how they (and others) come across in social situations. Share thoughts like:

  • “It was nice of that guy to pick up the lady’s umbrella. She’s probably grateful for his gesture, too.”
  • “I’m feeling a little bored right now because you’re having a one-way conversation with me about Minecraft. I wish we could talk about something that both of us are into.”
  • I’m having cringey thoughts right now because that person is speaking so loudly on their phone in a restaurant.”

2. Teach your child about the importance of “fake-outs.” A fake-out (a term I use with the children I help) is when you show interest in what others are saying, even though you’re really not invested. All of us engage in this type of reciprocity. But children with ADHD don’t often understand that “tolerating” someone else’s interests, especially when that person is new to them, is an unspoken part of social interactions and crucial to building and sustaining friendships.

3. Praise your child’s efforts. Recognize when your child displays resiliency, flexibility, grit, and the willingness to try something new with others. Use purposeful recognition and praise to help your child understand social behaviors that would help their peers feel comfortable around them. Examples:

  • Recognize your child every time they show interest in others, especially when they’re going out of their comfort zone. Say things like, “It was great of you to agree to play basketball with your classmate, even though I know you don’t really like the sport. It showed them that you like hanging out them.”
  • Does your child have responsibilities at home? Household chores are a great way to teach reciprocity because it teaches them to think about the needs of others.

4. Help your child understand context. The cause and effect of our words and actions, and how we respond to what’s happening around us, fluctuate based on setting. A child, for example, might feel more comfortable sharing a joke with a classmate than with the school principal.

To demonstrate that people have a range of thoughts based on situational context, I use what I’ve dubbed the “Cringe to Clutch o’Meter” – a visual tool that helps improve perspective-taking in children. On one end is cringe (thoughts and feelings of discomfort and awkwardness) and on the other is clutch (positive thoughts and feelings). To use the tool, have your child note the context of a situation first. Then, ask for their perspective: Based on their words and actions, what kind of response do they think they elicited from others? Where does it fall on the scale?

The Social Executive Function Skills That Elude Kids with ADHD

5. Practice “reading the field” together. Situational awareness requires putting pieces of information together to make sense of what’s going on, no matter if we’re indoors or outdoors. (That’s why I use “reading the field” instead of “reading the room.”) Situational awareness is as much about knowing what to do at a birthday party as it is about safety awareness while walking through a busy parking lot. Everyday life offers plenty of opportunities to work on these skills in varied contexts.

So the next time you’re at the shopping center parking lot with your child, help them “read the field.” Here’s what that may sound like:

  • It’s Saturday morning. This is when most people are out shopping, so the parking lot will be busy with cars pulling in or pulling out of spaces. Reading the field involves looking at the cars to see if they have their white lights on, which means they’re backing out. We don’t want to walk too close to the cars, either. We also have to read the field to make sure we’re out of the way of drivers looking for a space. When we’re in a parking lot we do not look at our phones, because if you’re looking at your phone, then you’re not reading the field. Learn more about reading the field here.

6. Extracurriculars are essential. Whether sports, music, dance, or another interest, extracurriculars give your child a chance to spend time with their similar-age peers.  Require them to participate in an after-school activity; they likely will not take the leap on their own.

7. Help your child remember past social successes. ADHD minds struggle with episodic memory, or recalling the emotions associated with past experiences. That means your child may struggle to recall social experiences they found enjoyable. (It’s why they may remember last year’s summer camp as “boring” even though they raved about it at the time.) Without the aid of memory, your child may be reluctant to engage in similar social opportunities as they arise. Tap into your child’s episodic memory by asking questions about their past social experiences, scrolling through photos, and reminding them of all the ways they had fun and excelled.

8. Don’t measure your child’s social competency by how they interact with family. Children will often act differently at home than they do in school or with peers. Many children often do not feel the need to use “good social skills” with immediate family.  They feel safest with family, and they know there are no social ramifications if they use poor social skills with Mom, Dad, or siblings.

As you help build your child’s social skills, here are some important reminders:

  • Expect defensiveness and resistance. Teenagers may not be eager to engage in self-reflection or listen to what parents have to say. That’s because social difficulties are a source of shame (for anyone). You might worry about hurting your child’s feelings by broaching the subject. But remember : Your child’s peers won’t be as interested in protecting their feelings. It’s better for your child to hear it from someone who loves them unconditionally, at the expense of temporary discomfort. Avoid falling into the argument vortex or trying to reason with your child about how they’re coming across to others. (Remember that because they struggle with perspective-taking, they won’t understand how others perceive them.)
  • Expect inconsistency. ADHD is a condition of inconsistent performance. Your child may make a social breakthrough one day and appear to take several steps back the next – and that’s perfectly normal. Be patient. Results will come slowly and with time – not overnight.

The content for this article was derived, in part, from the ADDitude ADHD Experts webinar titled, “Raising Socially Smart Tweens & Teens” [Video Replay and Podcast #390] with Ryan Wexelblatt, LCSW, ADHD-CCSP, which was broadcast live on March 2, 2022.

Ryan Wexelblatt, LCSW, ADHD-CCSP is the Founder and Director of ADHD Dude.  He creates videos for parents and kids at the ADHD Dude YouTube channel, provides Parent Training and social programs for boys.  

Stuck Inside This Summer? 70 Indoor Activities to Save the Day!

Stuck Inside This Summer? 70 Indoor Activities to Save the Day!

written by Macaroni Kid, Posted on WestMorrisMacaroniKid.com

When outside play is off the table, these easy indoor activities help kids stay busy & entertained.

It’s one of those days. The rain isn’t stopping, the heat index is ridiculous, the air quality is bad, or camp doesn’t start until Monday … and somehow the day already feels 12 hours long.

When outside play is off the table, this list is your rescue plan. Not a bucket list, not a screen-free manifesto … just 70 realistic ideas you can pull from right now, with what you have, before someone melts down. Pick one, try it for 10 minutes, and move on if it flops.

These activities work for toddlers through tweens, require almost no prep, and are built for every real stuck-inside day summer throws at you.

How to Prepare Your Neurodivergent Teen for Life After Graduation

How to Prepare Your Neurodivergent Teen for Life After Graduation

written by Dr. Tera Torres of Maximilian Kolbe College 

Posted on Parenting Teens & Tweens

As your neurodivergent child graduates from high school, expect that the structured system that has supported them for twelve years will begin to disappear. The team: the case manager tracking accommodations, teachers who gave extra time, or the counselor who checks in supporting your teen was there because the schools offered it and the law required it.

The week after graduation, that team is gone.

College disability offices do not come looking for your child. They wait and only help once your child walks in, asks for what they need, and provides documentation. For many neurodivergent young adults, that first step is the hardest thing they have never been asked to practice.

According to the U.S. Bureau of Labor Statistics, only 22.8 percent of Americans with a disability were employed in 2025, compared to 65.2 percent of adults without disabilities. And research from MIT Sloan Management Review found that even among college-educated autistic adults, unemployment can run as high as 85 percent. A degree on the wall does not change those odds. Preparation does. With the right preparation, your neurodivergent teen can learn to stand on their own before the high school safety net is gone.

Five Ways to Support Your Neurodivergent Teen As They Enter Adulthood

1. Script It. Teach them to ask for help before they need it.

Has your child ever had to ask for their own accommodations? Probably not. You advocated for them. Their teacher did. The IEP did the heavy lifting. In college and at work, nobody does that anymore.

Start practicing real sentences at home, at the dinner table, in the car. Things like: “I do better with written instructions. Can you send me a recap after we talk?” or “I need a little extra time on this. Who should I check with?” Make those sentences automatic before the stakes are high.

A study in the American Journal of Speech-Language Pathology found that autistic students rate themselves significantly lower on self-advocacy than peers with other disabilities, and many struggle to recognize when they need help at all. That is a skill gap, not a character flaw. Skill gaps close with practice.

2. Hand It Over. Give them a real responsibility with a real deadline.

Executive functioning or the ability to plan, start, and finish things is where most neurodivergent young adults hit a wall in the workforce. Homework does not build that muscle. Real life does.

Pick one thing and hand it over completely. Have them manage the weekly grocery list and budget. Have them schedule and attend their own doctor’s appointments without reminders. Let it be messy. Let them forget something. Let them experience real friction. That friction is the point. A student who has managed a real responsibility for six months walks into adulthood with the lived experience of starting something, getting stuck, and finishing it anyway.

3. Hire a Guide, Not a Gatekeeper. Find work experience that comes with support built in.

The typical internship drops a young adult into an office and expects them to figure out the unwritten rules: when to speak up, how to ask a manager for help, what “urgent” actually means. Nobody teaches that. You are just supposed to know.

What actually works is work experience where a mentor stays involved during the first few months, not just day one. JPMorgan Chase found that when they built exactly that structure into their Autism at Work program, employees made fewer errors and were 48 percent more productive than peers who had been in the same role for three to ten years. The support did not limit performance. It unlocked it.

4. Walk It First. Visit the new environment before it is a big deal.

One of the most common reasons neurodivergent students leave a program in the first month is not the work. Rather, it is an environmental overwhelm that was never anticipated. Unfamiliar lighting, noise, hallway layouts, and social dynamics all cost cognitive bandwidth, and that bill gets paid before a single task is attempted.

Before your teen starts anywhere new, visit on a quiet regular day. Walk the route from the parking lot. Find the bathroom, the quiet corner, the safe person. Elite athletes walk the course before they race it. There is no reason your child should encounter their new environment for the first time on the day everything is already high stakes.

5. Rehearse the Hard Day. Build the reset plan before it is ever needed.

Emotional dysregulation is one of the most common reasons neurodivergent adults lose jobs and leave programs. It derails things badly because nobody practiced what to do before it happened.

Work on this together while things are calm. What does your child do when they feel it starting to build? A three-minute walk outside. A phrase they can say to a coworker: “I just need a few minutes.” Something in their bag that signals a reset. Whatever it is, practice it at home when everything is fine. When a hard day arrives, the response is already there waiting.

7 Expert-Backed Ways to Ease Your Child’s Back-to-School Anxiety

7 Expert-Backed Ways to Ease Your Child’s Back-to-School Anxiety

written by Kimberly Zapata, posted on Parents

Many children find school unnerving. From first day jitters to concerns about bullying, going to school can be a major cause of stress. It may also bring up feelings of fear, insecurity, apprehension, and angst. But are your child’s worries normal? How can you ease back-to-school anxiety—if your child is suffering from it?

We asked the two experts to weigh in. This is what they had to say.

 

What Is Back-to-School Anxiety?

Back-to-school anxiety is any type of anxiety tied to going or returning to school. The cause of back-to-school anxiety can vary. Some kids are worried about being separated from beloved family members. This is commonly referred to as separation anxiety. Others worry about making friends.

“The average child’s school day is packed with potential stressors,” explains an article from Harvard Health. “[This includes] separating from parents, meeting academic expectations, managing peer groups, and navigating loud, crowded school hallways and cafeteria, to name just a few… but for some children—and particularly for children who already struggle with anxiety or have anxiety disorders—the return to school can be very stressful.”

What Causes Back-to-School Anxiety?

As mentioned, there are many causes of back-to-school anxiety, including:

  • Academic struggles. Children with learning disabilities (both diagnosed and untreated) and those who struggle academically may experience performance-induced fear and anxiety.
  • Interpersonal struggles. While navigating friendships and relationships is a “normal” part of life, some children find the pressure too great. Fights, breakups, and friendship fallouts can increase anxiety.
  • Bullying. Children who are bullied may also experience back-to-school anxiety. This is likely due to concern and fear.
  • Health conditions. According to Psych Central, conditions like attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder can “make fitting in and succeeding at school that much harder — paving the way for school anxiety.”
  • Scheduling and the unknown. Many other factors can cause anxiety. Everything from a fear of the unknown to challenging teacher assignments can lead to stress, undue pressure, and anxiety.

Being separated from beloved family members can also be a major cause of stress, particularly for young children.

That said, it’s important to note that some children are just more prone to anxiety than others. Those with a family history of anxiety, for example, may be genetically predisposed. Others may just have higher risk factors, including familial instability and abuse or neglect. The loss of a beloved friend or family member can also trigger anxiety.

What Are the Signs of Anxiety?

The signs of back-to-school anxiety vary, from person to person and case to case. Anxiety looks different in younger children, for example, than in older ones. It may also manifest in a myriad of ways, depending on the cause of said anxiety and/or the type.

Signs of Anxiety in Children

The most common signs of anxiety in children are:

  • Increased physical complaints, i.e. frequent stomachaches, headaches, or nausea
  • Changes in eating or sleeping patterns
  • Loss of interest in beloved activities
  • Irritability and/or short-temperedness
  • Difficulty concentrating
  • Constant worry

    “Anxiety can look a lot of different ways since there are a lot of different ways it presents,” adds Kendra Read, attending psychologist at Seattle Children’s Hospital. “Some key things to look out for are avoidance (overt- like not going to school or not talking, and subtle- like overdoing work to avoid failure), physical sensations without a clear other cause (heart racing, stomach aches, throwing up, diarrhea, shaking, etc), and even anger-filled outbursts.”

    How Can You Help Your Child If They Are Worried About School?

While back-to-school anxiety can seem overwhelming, there are ways to support your child through this period—and these feelings.

Listen—and validate their feelings

One of the best ways to support your child is to listen, without judgment, and to validate their feelings. Sometimes, expressing their feelings is all a child needs to feel better. “The most helpful thing you can do to support your child is to validate their feelings and express confidence in their abilities,” says Read. “Saying things like ‘I know you feel nervous/scared/anxious but you’re doing great’ or ‘I know you can do this’ can be helpful.” C. Leigh McInnis, LPC and executive director at Newport Healthcare in Virginia, stresses the importance of listening.

“Allow your child to voice their concerns,” they add. “If you notice signs that your child may be struggling with stressor anxiety, it’s important that they feel comfortable enough to express what they are feeling to you. You should also make an effort to be present and assure your child that they are not alone.” Feeling seen, heard, and supported is key.

Remind your child they aren’t alone

While your child may feel like the only one who is nervous about starting school again, other children experience back-to-school anxiety. It is important they realize this; i.e., it is important you let them know they are not alone.

Practice school routines

Before the start of the year, you and your child may want to consider doing a walk-through of their school day, starting with their morning routine. This means waking up at a set time, eating breakfast, packing their school bag, and traveling to and from school. After the walk-through, you can ask your child for their input on how things went. Encourage them to give feedback on their successes and challenges, including potential pain points, so you can work through them together.

Try calming activies

While it’s important to be prepared, having calming tools is key. “Encourage your child to try breathing exercises. These are proven to have a calming effect on the nervous system,” says McInnis. “Activities such as yoga and meditation may also help, and you should try to get your child or teen to write in a journal, as this is another evidence-based tool for stress relief.”

Prep and plan

If your child is concerned about reconnecting with friends they haven’t seen in months, arrange some playdates. Helping your children reconnect with old friends or strengthen bonds with new ones not only reduces anxiety and stress but also can help your child start the year off on the right foot.

If your child is concerned about the environment, do what you can to prepare them for the classroom. Take them to whatever events the school offers, whether they be orientations, tours, or kid-friendly back-to-school nights. Grab some back-to-school books from the library and read them together.

Head outdoors, physically or mentally

“Research has repeatedly proven that time outdoors reduces levels of stress, depression, and anxiety,” McInnis adds. “When children aren’t in school, spend time hiking or at the beach. Mental imagery and visualization are also powerful tools. When teens practice positive visualization, for example, they learn how to regulate their emotions and relieve anxiety and stress.” You’ll also want to get to the root of the problem, i.e., if academic struggles are the cause of said anxiety, you can and should get your child additional support.

Talk to the school counselor and/or mental health professional

If your child has significant anxiety, you may want to talk to their counselor and/or the school’s mental health team. Being in contact with them can help you and your child come up with a support plan. It will give them a safe and trusted point of contact during the day, which is pivotal if they are feeling particularly stressed. And they can offer guidance for social, emotional, and behavioral issues.

When Summer Isn’t Relaxing

When Summer Isn’t Relaxing

published on Psychology Today, written by Dr. Liz Nissim

For many families, summer is associated with freedom, relaxation, and a welcome break from the demands of the school year. Yet for some children and teens, the transition from the structure of school to the flexibility of summer can actually increase anxiety.

Children thrive on predictability. During the school year, they know when to wake up, where they are going, who they will see, and what is expected of them each day. Summer often brings sudden changes to those routines. While some children look forward to the loosey-goosey schedule, other children may dread the lack of structure that comes with the summertime.

How Anxiety May Show Up During the Summer

Many of our children aren’t able to articulate “I’m feeling anxious.” Instead, anxiety shows up in behaviors and changes in behaviors.

For younger children, parents may notice that their child is now more clingy and struggles to separate. A younger child may not be able to tolerate being apart from parents, even if it’s a different room or a different floor of the house. Some children struggle to settle down for bed, or they wake up in the middle of the night and navigate over to their parent’s bed. Parents may also notice their child complaining of stomachaches or headaches. Some children may actually regress in certain behaviors, like having accidents after being potty trained or sucking their thumb again.

For school-age children, anxiety may look like worrying about camp (the bus ride or the car ride, the time that the bus will pick up and drop off, etc.). Children may not want to participate in activities or events that feel new or unfamiliar. There may be more crying, meltdowns, or just a struggle to tolerate anything that doesn’t go his or her way. School-age children may have difficulty separating from their parents and may seek constant reassurance of the day’s schedule and that he or she will be “okay.”

For teenagers, anxiety may look like sleeping too much, not sleeping enough, or a shift in the sleep-wake cycle. There could also be greater irritability and lower frustration tolerance. Our teens may turn to their phones to distract and withdraw. They may also avoid social interactions or insist that they can’t gain a job, attend camp, or participate in any other summer activity that may be available to them. They may even withdraw from family and friends.

What Can I Do as a Parent?

Maintain Some Structure

Children don’t need a rigid schedule during the summer, but they will benefit from having a schedule of events for the day that aren’t necessarily time-specific, but rather sequence-specific. That is, having a consistent wake-up time, eating meals on a regular schedule, and having planned activities throughout the week. Some level of structure and predictability will help to reduce the uncertainty around the summer schedule.

Validate Feelings Instead of Dismissing Them

When children express worries, parents naturally want to reassure them. However, statements such as “You’ll be fine” can unintentionally make children feel misunderstood. Instead, try: “It makes sense that you’re nervous about starting camp. Let’s talk about what you’re worried about.” Validation doesn’t increase anxiety. It helps children feel understood, which often lowers emotional intensity and encourages problem-solving.

Prepare Children for New Experiences

Whenever possible, help them preview what is coming next. For example, visit a new camp before the first day; meet the camp counselor if possible. Review the schedule together and provide a visual schedule in a central place in your home, or provide a schedule or calendar for your child in his or her room that he or she can reference as often as desired. Discuss what to expect about camp, an upcoming vacation, a family reunion, etc. The more familiar something feels, the less threatening it often becomes.

Balance Activities and Downtime

Many families feel pressure to fill every moment of summer with enrichment opportunities or fun activities. While camps, sports, and other activities can be beneficial, children also need downtime. Make sure to include time for rest, free play, and spending time with friends and family. A balanced schedule often supports emotional well-being better than an overscheduled one.

Many parents focus on trying to eliminate their child’s anxiety. While this instinct is understandable, anxiety is a normal human emotion and cannot be completely removed. Instead, focus on helping your child develop confidence in his or her ability to handle uncomfortable feelings. Children learn resilience not because they never feel anxious, but because they discover they can move through anxiety and still be successful.

"The various psycho-educational testing Dr. Liz conducted on our son gave us critical clues about where his learning strengths and weaknesses lie so that his needs could be better addressed at home and school. Moreover, because of their warm, kindhearted personalities, both Dr. Liz and her associate, Stephanie, formed an immediate bond with my son. He eagerly looks forward to his weekly therapy sessions. We are so lucky Dr. Liz came into our family's lives when she did! For stressed-out families trying to help their children as best they can, she is a calming voice of reason!"
- Julie C.
"Dr. Matheis has a remarkable ability to understand the unique needs of her patients and address them constructively. She builds strong, meaningful relationships with patients and their families, encouraging trust and collaboration. When working with my son who struggles with autism-related anxiety, she created an environment in which he was able to calm down and open up to her in ways I had not seen before. She was able to reach him and helped him work through his crisis/problem. Most importantly, she empowered him to move forward."
- N.L.
"Dr. Matheis is amazing. She has tremendous resources and loads of energy. She is not willing to accept anything less than the most effective results for her clients. She made me feel as if my son was her top priority throughout the entire process. I would, without reservation, give her my highest recommendations.  Thank you, Dr. Matheis!"
- Anonymous
"Dr. Matheis has an amazing ability to read kids and connect with them. She has been an invaluable resource for our family over the past several years and has helped us with everything from educational consulting, to uncovering diagnoses as well as family therapy. Working with Dr. Matheis never feels clinical and most importantly, our children love and trust her. We can not thank you enough Dr. Liz!"
- Anonymous
"My teenage son had been seeing Dr. Matheis through his senior year of high school, as he was only diagnosed with ADHD at 16 years old.  Dr. Matheis came highly recommended from our pediatrician and she has done wonders for our son as well as our family, navigating new ways for him to deal with his diagnosis without the use of medication.  She taught him ways to organize himself and even when something did not work for him, she patiently continued teaching him new ways to keep himself on track.  She has also helped us as parents to understand how his mind works so that we did not continue to blame his lack of focus on him, rather on his unique way of thinking.  Thank you Dr. Matheis!!!!"
- LG
"Dr. Liz is the best! Our family was directed to her by our Pediatrician to assist with figuring out severe mood changes, severe anxiety, strange new fears and food aversion that had come onto one of our children literally overnight. After just a couple of visits, she suggested that the issues may actually be rooted in a physical issue and suggested we immediately take our child to be swabbed for strep, because Dr. Liz suspected PANDAS (a pediatric autoimmune disorder brought on by strep). The same Pediatrician that suggested Dr. Liz would not do the swab (they do not believe in PANDAS and we no longer go there) but I took my child to my doctor who did the swab and it was positive for strep. When our child went on antibiotics, within 24 hours all symptoms went away and our child was back :-) Dr. Liz then recommended a PANDAS specialist who helped us and our child is in complete remission and is happy and healthy. We are incredibly grateful to Dr. Liz for her knowledge of all things, even the most remote and unusual and for helping us so much! Thank you!"
- Anonymous
"The various psycho-educational testing Dr. Liz conducted on our son gave us critical clues about where his learning strengths and weaknesses lie so that his needs could be better addressed at home and school. Moreover, because of their warm, kindhearted personalities, both Dr. Liz and her associate, Stephanie, formed an immediate bond with my son. He eagerly looks forward to his weekly therapy sessions. We are so lucky Dr. Liz came into our family's lives when she did! For stressed-out families trying to help their children as best they can, she is a calming voice of reason!"
- Anonymous
"Thank you, Dr. Liz. Although we have told you countless times, it will never feel enough. You have listened when J could barely speak and continued to listen when he was sad, angry and confused. You've challenged him and directed us in our roles as parents. You've helped J face his fears while the list evolved and changed, and yet you've stayed committed to 'the course.' We pray that your children realize that time away from them is spent helping children learn and that vulnerability is a sign of strength and bravery."
- June I
"My son was admitted to an Ivy League school when only 2 years ago, you assessed him and saw his struggles, his Dyslexia. We are grateful that he no longer has to carry that deep feeling of inadequacy or shame that must have kept him so self conscious and from reaching his potential. He has the PERFECT program for him. He has A's in high math and economics. He became a Merit Scholar, a Boys State legislature, the HEAD captain of the football team and help a job ALL while studying and managing his classes and disability. I am PROUD of you, a young doctor, who knows and sees the vulnerability of children and helps them recognize "it's NO big deal" God bless."
- Anonymous

Learn More About Dr. Liz!

Subscribe to our Mailing List
Psychological and Educational Consulting Logo

513 W Mt Pleasant Ave, Ste 212,
​Livingston, NJ 07039