Outline:
The Pressure of the Third Term: A Call for Parental Involvement
As the third term of the academic year approaches, many parents and guardians are preparing their children for a return to school. This particular term is especially significant because it serves as a promotional period, where students must demonstrate their readiness to advance to the next level. For both primary and secondary school learners, this means sitting final examinations that will determine their academic progression. Even those not taking exams face rigorous academic preparation to ensure they meet the necessary standards.
This heightened pressure can have serious consequences on students’ mental health. Some may become withdrawn or isolated, while others may exhibit disruptive behaviors, refusing to attend school altogether. In extreme cases, the stress can lead to self-harm or even suicide. These outcomes are not uncommon and highlight the urgent need for support systems in place for young learners.
According to data from the 2024 National Population and Housing Census, Uganda recorded 272,271 cases of suicidal thoughts and attempts over the past decade. Among these, children aged 10-14 years were the most affected, with 39,656 reported cases, followed closely by those aged 15-19 years at 36,615. These numbers underscore the critical importance of addressing mental health concerns among students before they escalate.
Beyond suicidal tendencies, academic stress can also lead to other challenges such as alcohol or drug abuse, anxiety, and depression. Poor academic performance often exacerbates these issues, making early intervention crucial. Many of these negative outcomes can be prevented if parents take an active role in their children’s emotional well-being.
Sending a child back to school should not be treated as a routine task. It’s more than just paying fees and waving them off. Parents need to reflect on their child’s behavior during the holidays. Have there been noticeable changes in mood, behavior, or social interactions? If red flags are observed, it’s essential to engage in open and empathetic conversations. Reassurance, guidance, and emotional support can make a significant difference in helping children navigate the pressures of the new term.
Many parents face challenges in maintaining meaningful connections with their children due to busy work schedules, long commutes, and packed agendas. As a result, some children may internalize their struggles, while others may seek out peer groups or external influences that could encourage risky behaviors.
At a recent school meeting, a head teacher emphasized the importance of parental involvement in a student’s emotional and behavioral development. He noted that many students arrive at school already emotionally disengaged, which can lead to further distress under academic pressure. Others may become rebellious or defy school rules, highlighting the need for proactive support.
His advice was clear: parents should be the first line of support for their children. A timely conversation before the term begins can equip a child with the tools needed to cope with the challenges ahead, both academically and emotionally.
As we approach this third term, it’s vital to treat it with intentionality. Observing, listening, and supporting children can make a world of difference. The guidance provided by parents can be the key to helping children build resilience rather than succumb to distress.
Albert Louis Elwa is a clinical psychologist, addiction professional, and executive director of Focus on Recovery (FORE) Uganda.