How to Support Children Struggling During the Festive Season.
For many children, the festive season isn’t full of joy and magic. The school term's end can bring a wave of anxiety and unease, particularly for those who find comfort in school routines, safety, and consistency. Two weeks away from this structure can feel overwhelming, especially for children from disadvantaged backgrounds, those with neurodivergent needs, or those facing instability at home.
Add to this the chaos of school concerts, Christmas jumper days, and the general disruption to the usual timetable, and it’s clear that “fun” isn’t universally experienced.
I learned this firsthand during my time as a head teacher. At one of my schools, many of the children were neurodivergent. To help spread some Christmas cheer and foster a sense of family, I decided to handwrite a card for every child and staff member—a gesture of care and connection.
As I passed them out personally, the responses varied. Some children beamed with delight, their loud “thank yous” filling the corridors. Others, uncharacteristically shy, clutched their cards as if I’d handed them a treasure. Most staff received them with good humor, some even joking about my neat handwriting.
Later that day, a Year 10 boy knocked on my office door, awkwardly holding his card. “I get the gesture, Miss,” he began. “But… glitter. The card has glitter on it. Did you forget I’m autistic? This is torture for me!”
He wasn’t angry, just exasperated, as though I were a parent who’d left the house keys at home again. I hadn’t forgotten he was autistic—but I had forgotten how glitter could trigger his sensory needs. “I’ll let it go this time,” he sighed, “because you meant well and I can ask my mum to take it out of the envelope and put it up for me. But next year… no glitter!”
I never forgot that lesson: good intentions aren’t enough without thoughtful execution.
Strategies for Supporting All Children
Agree on a Transition Date for Festive Activities:
Staff should collectively decide on a clear date for the shift from formal learning to “fun” lessons. This ensures consistency for pupils and prevents any one teacher from being seen as “the bad guy” for sticking to regular work. Continuity for as long as possible helps maintain a sense of routine and stability.
Stick to Predictable Routines:
While festive activities are unavoidable, aim to keep some elements of the school day consistent. A visual schedule can reduce anxiety and help all children, especially those with neurodivergent needs, feel more in control.
Create Sensory-Friendly Spaces:
The glitter anecdote reminds us that even small details matter. Set up quiet, calming areas where children can retreat if they feel overwhelmed by noise, decorations, or the energy of the season.
Acknowledge Diverse Festivities:
Not every child celebrates Christmas. Incorporate traditions from other cultures and religions into the conversation—this isn’t just inclusive but also enriches everyone’s understanding and appreciation of diversity.
Be Thoughtful About Gifts:
Activities like “what’s Santa bringing you?” can unintentionally highlight disparities. Consider ways to celebrate that don’t focus on material gifts, like shared experiences or acts of kindness.
Listen, Acknowledge, and Adapt:
Pay attention to how individual children are responding. If a child seems withdrawn or anxious, take a moment to check in. Show them they’re heard and that their feelings are valid—it can make all the difference.
Why This Matters
Children carry these experiences with them. Your efforts to provide stability, compassion, and inclusion now can shape their perception of school as a place of safety and care.
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