从厌学到复学｜26 预防复发——识别早期的预警信号

Core Viewpoint - The article emphasizes the importance of recognizing early warning signs of academic disengagement in children who have recently returned to school after experiencing a crisis of motivation. It highlights that the initial months of reintegration are critical and that parents and teachers should focus on identifying these signs to intervene before issues worsen [1]. Emotional Signals - Children may exhibit sudden emotional fluctuations, such as increased irritability, anxiety, or prolonged sadness, often disproportionate to specific events. For instance, a child might react with extreme anger over minor issues or express feelings of hopelessness [2]. Behavioral Signals - A noticeable decline in proactive behaviors, such as procrastination on assignments and avoidance of social interactions, may occur. Children might frequently seek excuses to miss school or show a lack of interest in previously enjoyed activities [3]. Cognitive Signals - Children may develop negative self-perceptions and pessimistic views about their future, leading to a cycle of self-doubt and reduced effort in their studies. This can manifest as statements like "I can't learn" or "There's no hope for me" [4]. Physical Signals - Unexplained physical symptoms, such as headaches or stomachaches, may arise, particularly before school. These symptoms can serve as a means of avoiding school, and if overlooked, they may lead to long-term physical and mental health issues [5][6]. Academic Signals - There may be a significant drop in academic performance, with increased errors in assignments and reduced classroom participation. This decline can lead to feelings of inadequacy and further disengagement from learning [7]. Social Signals - Children may retreat from social interactions, experiencing isolation from peers and strained relationships with teachers. A lack of social support can exacerbate feelings of loneliness and lead to a return to avoidance behaviors [8]. Response Strategies - Early detection of warning signs should prompt gentle interventions, such as empathetic listening and identifying specific issues. Collaborating with teachers and mental health professionals can help address academic pressures or interpersonal conflicts effectively [9].