Understanding School Transition Stress in Children Aged 8–9: Observations from a School Counselor in Nepal

Abstract

Objectives: This study examines the emotional and behavioral challenges faced by children aged 8–9 during school transitions in a private school in Kathmandu, Nepal. Prior Work: While international research has highlighted school transition as a critical developmental challenge, Nepalese literature has given little attention to the psychological experiences of children at this stage. Approach: A qualitative, observational method was employed over two academic years, focusing on Grade 3 students. Data sources included counseling session notes, classroom observations, and informal conversations. Results: Findings reveal prominent emotional and behavioral responses, including anxiety, aggression, withdrawal, and somatic complaints, particularly within the first weeks of transition. Teacher-student interactions, family dynamics, and peer relationships strongly influenced adjustment. Implications: The study emphasizes the need for teacher training, early emotional screening, and accessible counseling support to reduce transition stress and foster resilience in children. Value: This research provides one of the first in-depth explorations of school transition stress in Nepal, offering context-specific insights that may guide policy, intervention, and further research.