When a school change occurs, both students and school staff may benefit from steps taken during the initial school re-entry process. Refer to the “Return to School” module for more information. Begin by assessing:

• What information you currently have
• Anticipated needs of the injured student, their classmates, yourself, and other school staff
• Specific details or information you are missing

Meet with parents and the student to talk about the school change and to identify potential needs, such as:

• How far into the injury recovery process they are
• Any barriers in the new environment
• Special academic needs
• Physical or medical needs (e.g. assistive devices, activity restrictions, ongoing physical therapy, hearing loss, etc.)
• Social development or coping skills issues
• Student and peer behavior, including teasing and bullying
• Any psychological issues that may arise
• Problems coping with a new environment, teacher, or classmates
• What support do the parents or student think they need
• Does the student have specific thoughts, feelings, and wishes regarding the change and how to handle it
• Are they interested in having a school re-entry educational intervention performed to assist with the school change?
• Are there any special care or therapy needs

It can be helpful to obtain input from previous educators, counselors, or school administration. Ask them if school re-entry educational activities or intervention were previously provided. If you aren't familiar with burn injuries and treatment, refer to the Resources section to educate yourself.

After you have collected the necessary preparatory information, develop an action plan for handling the school change:

• List specific steps needed to assist the student
• Identify key participants, their role, and contact information
• Determine the mode and frequency of communication to be used
• Develop a time line for implementation
• Create an evaluation follow-up plan

Changes at school can have an impact on siblings. Siblings might receive questions or comments about their brother or sister, or even become victims of teasing and bullying. If new behavior problems arise, it can be a sign that the sibling is struggling with school changes. Include siblings in discussions on how anticipated school changes may impact them. Discuss with other school personnel if an injured student’s siblings and the siblings’ classmates would benefit from a school re-entry educational intervention. Incorporate this into your action plan.

The first few days and weeks after school changes can be difficult. Some children may take longer to adjust to changes, especially those with more severe injuries, ongoing medical needs, or poor coping skills. Monitor closely to make sure the student is not being isolated or having issues with teasing or bullying. Also watch the student for signs of distress, signaling that they need more help. Be sure to:

• Speak frequently with the student and their parents. Obtain feedback on how they are doing both at school and at home.
• Address questions and concerns as they arise.
• Set up parent-teacher or parent-counselor meetings as necessary.
• Assist the family in identifying local resources and support.
• Document important issues and effective solutions in the student’s record, so future school personnel will have access to helpful information and resources.
• Encourage parents to notify you of upcoming medical care procedures, therapy, or expected changes in the student’s medical condition. These procedures may impact the child’s appearance, ability to function for a period of time, or school attendance. This information will help you to anticipate future school re-integration needs.

Separation anxiety can contribute to difficulty adjusting to changes in educators and classmates. Young children may need additional time to become comfortable with new school or day care staff. Additional medical procedures or hospitalizations can also lead to developmental delays or regression.

Ask parents if the child has special words they use to describe their injury and appearance. Use these words when speaking with the child. Other young children can misinterpret or misunderstand what they see and ask blunt questions like:

• “Is he old?” (Burn scars can look like the wrinkles they have seen in older people)
• “Does it hurt?” (Newly healed skin appears red)
• “Why are you wearing a costume?” (Some burn wounds require wearing special pressure garments or face masks)

Children of this age need to have an active part in planning how the school change will be managed. They may wish to see and explore the new school to decide what will help them with the change. Allow time for a student to say goodbye to former classmates and school personnel.

Appearance becomes more important to children in this age group. They can be less accepting of others who are different. Students who have previously adjusted well at school may need extra support during school changes that involve them interacting with new classmates.

Encourage involvement in extra-curricular activities that will build confidence and skills. Remember to collaborate with coaches and group leaders if a school change impacts them. Notify the family of upcoming special school events or activities, so it can be considered during the planning of elective medical treatment or therapies.

Children with chronic illness or injury are known to benefit from additional social skills and problem-solving training. Identify local social skills training programs, and refer students for additional support and help as needed.

It is important to engage the student in their school re-entry process, and ask them what their wishes are. The student may have strong opinions about how much help they wish or need. Since students of this age often have several teachers and interact with multiple classrooms of peers throughout the day, school changes must be well-coordinated among all school staff involved.

As children grow older, they may develop strong feelings about privacy and may wish to limit what is shared with others about their injury and treatment. It is important to include the student in discussions about what information will be shared (and with whom) during any school change transition.

The student may need help in understanding or clarifying mistaken beliefs about how an injury or chronic illness will impact:

• Social activities and relationships
• Current educational program participation
• Plans for a career or advanced education
• Employment

Support older students to grow more independent in managing school and workplace changes. Be sure to acknowledge other changes older teens may be encountering:

• Moving from high school to a vocational training or college setting
• Entering the workforce
• Changing jobs