Why January can feel harder for parents and carers

The Christmas break often gives families a bit of breathing space. School pressures ease, routines are out of the window and for a short while, learning is not the main focus of the day.

Then January arrives and everything switches back on.

Uniforms, homework, spelling tests, expectations. For many parents, this is when small worries that have been sitting quietly suddenly feel much louder.

Why the second term brings more questions

By January, children are expected to be more independent. Lessons move on quickly and teachers are often building on learning from the first term.

For some children, especially those who found parts of the autumn term tricky, this can feel uncomfortable. Parents might notice:
• More frustration around homework
• Children avoiding tasks they previously managed
• A drop in confidence, particularly in maths or English
• Comments like “I don’t get this” or “I’m just not good at it”

These are not signs of failure. They are usually signs that a child needs a bit more time or a different explanation.

January is a good point to step in

Parents sometimes worry that if they did not act earlier, they have missed the window to help. In reality, January is often one of the most sensible times to put support in place.

There is still plenty of the year left. More importantly, there is time to:
• Revisit gaps without rushing
• Build understanding properly
• Help children feel more secure before pressure increases later in the year

Support does not need to be intense to be effective. Consistency and clarity matter far more than volume.

Confidence usually comes first

When a child is struggling, it is tempting to push harder. More practice, more revision and more reminders.

However, very often, the issue is not effort. It is confidence.

Children who feel unsure stop taking risks. They rush, avoid or disengage. Once confidence starts to slip, progress usually slows with it.

This is why good support focuses on:
• Identifying exactly where things feel wobbly
• Breaking learning into manageable steps
• Giving children space to think without fear of being wrong
• Letting success rebuild belief gradually

Progress looks different when a child is confident enough to give things a go.

What can help at this point in the year

If January has brought a few worries to the surface, it can help to:
• Look for patterns rather than one difficult week
• Talk to your child about how learning feels, not just results
• Avoid comparing progress with other children
• Get support sooner rather than waiting for things to escalate

Often, a small amount of targeted help can change how a child approaches learning for the rest of the year.

Moving through the spring term with more clarity

The second term does not have to feel like a build up to pressure. With the right support, it can be a steady, calmer period where children regain confidence and understanding.

If you are unsure whether your child would benefit from extra support, starting with a conversation is often the best next step to provide a clearer picture of what might help.

January can feel a little heavy, but it can also be the point where things begin to feel more manageable again and there is still time to turn things around!