STARTING THE SCHOOL YEAR - WITH THE BRAIN IN MIND

By Monique Peters,

Learning Coach, Learnerobics

4 February 2026

The start of a new school year often brings a mix of hope and anxiety for parents — especially if your child has struggled with learning and/or reading confidence before. You may be wondering whether this year will finally feel easier, or whether the same challenges will resurface.If your child is in Years 2 or 3, this stage of schooling can feel particularly intense. Expectations increase, learning becomes more language-based, and children are expected to sit, listen, remember and perform for longer periods of time.  

Their reading ability is also expected to be moving from the 'learning to read' stage, to the 'reading to learn' one, which is often when the joy of reading begins.  From a brain perspective, this is a big ask — especially for children whose brains process auditory information differently.

One of the most helpful things parents can understand at the beginning of the year is this: learning is not about intelligence or effort alone. It is about how ready the brain is to learn.The brain learns through repetition. Skills such as listening, reading, spelling and concentration don’t automatically strengthen just because a child gets older. They strengthen when the brain receives repeated, successful experiences at the right level. Without enough repetition, learning remains difficult — and effort without success quickly leads to frustration.  This can also be a time when they compare themselves to others in their class, and if they come up short, can make assumptions that are quite negative.

This is why some children appear capable one day and completely overwhelmed the next. Their learning pathways or “muscles” are still developing, and the brain is working hard to keep up.  But if they stop, their brain doesn’t get the repetition it needs to build those cognitive and language muscles.Equally important is safety. Human brains — especially young ones — are wired to prioritise emotional safety before learning. When a child feels capable, accepted, understood and supported, their brain can move out of protection mode and into learning mode.

When children feel rushed, compared or criticised, their brain senses the threat to their survival and shifts its energy, leaving less capacity for learning. This doesn’t mean they are “slow” or “lazy” or “dumb”.  It actually shows you how well the brain works to keep them alive.  This is one of the big reasons why when it comes to learning and reading challenges, working with the brain makes sense. At the start of the school year, it can help to focus less on outcomes or results such as awards, certificates or even good marks, and more on the process and effort needed to get there. Gentle routines, predictable structure, encouragement and patience give the brain the signals it needs to settle.  Remembering to acknowledge their effort is also important.  Here’s a couple of examples to help you:

“Hey, well done on that award – how much work did you put into getting it?”

“It’s a shame you missed out on those marks – but I saw how much work you put in it and am really proud of you for that.”

Over time, with repetition and emotional safety, learning becomes more efficient and confidence begins to grow. If your child has struggled before, this doesn’t mean this year is destined to be the same. Brains can change — especially when we work with them rather than against them.At Learnerobics, we support children by strengthening the brain systems needed for learning and reading, and we coach parents so they understand what their child’s brain needs to feel safe, capable and ready to learn.If you’re heading into this school year feeling hopeful but cautious, you’re not alone. With the right understanding and support, learning can feel more achievable — for both you and your child.  Feel free to join our community and learn more about what we do.