Imagine walking into a classroom where everyone seems to know where to go, who to talk to, and how things work — except you.
For a new student, the first day at a new school can feel exactly that way.
When readers first meet ten-year-old Spencer in the Under the Couch book series, he is living through what he calls “the worst summer ever.” His family moved at the end of the school year, his friends are far away, and a brand-new school looms in the fall. He knows no one in his new neighborhood and will be the new kid in fifth grade.
Before Spencer discovers the magical portal world under the couch in his new house, he is carrying something millions of real kids carry: the anxiety of being the new kid.
For educators, Spencer’s experience offers an important reminder: adjusting to a new school is about much more than learning a new building, schedule, or set of rules. It is about finding a place to belong.
Why New Student Transitions Matter More Than We Think
Student mobility is not a fringe issue. Millions of K–12 students change schools during the academic year, and even children who are comfortable with a move often experience a period of feeling lost, awkward, or disconnected. According to a report highlighted by Edutopia, millions of K–12 students in the U.S. change schools during the academic year, even kids who are on board with a move typically go through an adjustment period of feeling lost or awkward. It highlights the challenges teachers face when welcoming new students and the importance of intentionally helping them become part of the classroom community.
For some children, making new friends comes naturally. For others, joining an established social group can be one of the hardest parts of starting over.
And that matters.
A student who feels like an outsider may be less likely to participate, ask for help, or fully engage in the classroom. Helping a new student feel seen, known, and included isn’t simply a kindness — it can be an important part of helping that student succeed.
Five Strategies to Help New Students Feel Like They Belong
1. Start before day one.
The transition begins before the student ever walks through the school doors. A summer postcard from the teacher, a short campus tour, a meet-the-teacher opportunity, or even a quick welcome video can make an unfamiliar environment feel a little less intimidating.
The goal isn’t to eliminate the nerves. It’s to remove some of the unknown and replace it with familiarity.
For a child like Spencer, knowing what to expect — where to go, what the classroom looks like, and perhaps even recognizing one friendly face — could make a big difference.
2. Assign a buddy — deliberately.
Don’t leave friendship to chance.
Instead of simply asking for a volunteer, take a little time to learn about the new student’s interests and personality. Then, thoughtfully pair them with a welcoming student who shares something in common—whether it’s sports, music, hobbies, or other interests. A shared connection can make it easier for a new student to start a conversation, build a friendship, and begin to feel like they belong.
A buddy program can be even more effective when students receive a little guidance. A short training session can help buddies understand what it feels like to be the new kid and give them practical ideas for helping someone feel included.
Schools might also consider recognizing students who serve as successful buddies, reinforcing the idea that helping someone belong is an important contribution to the school community.
Research summarized by Edutopia on acclimating new students points to peer relationships as particularly important to students’ adjustment to a new school. Even simple structural decisions, such as thoughtfully assigned seating, can create more opportunities for new friendships forming.
3. Build teamwork into the schoolwork.
For a new student, one of the hardest questions can be: How do I start talking to people?
Structured partner and small-group activities remove some of that pressure.
Early in the school year, give students opportunities to work together on projects that are both engaging and designed to help them learn about one another. A simple “get-to-know-you” activity can become much more meaningful when students are accomplishing something together.
The key is intentionality. Don’t just put students into groups. Create opportunities for genuine interaction.
For a child who is naturally reserved, like Spencer, having a reason to talk to another student can make the first connection much easier.
Structured partner and small-group tasks early into the school year give new students a built-in reason to interact without the pressure of initiating friendship on their own. Assigning projects that help kids get to know each other while completing a fun and interesting assignment can help accelerate the acclimation process.
4. Check in at two weeks … and again at six.
The first day—or even the first week—isn’t the only milestone that matters.
A student may seem to be settling in while quietly struggling to make friends, understand classroom dynamics, find their place, or feel comfortable asking for help. By the time those struggles become visible, they can be much harder to address.
That’s why check-ins should be part of the transition process—not just something that happens when a problem arises.
At about two weeks and again around six weeks, teachers, counselors, or administrators can ask simple questions:
- Who do you sit with at lunch?
- Who do you spend time with during recess?
- Is there anything about your new school that feels confusing or frustrating?
- Do you have someone you feel comfortable asking for help?
- What’s one thing you like about your new school?
- Is there anything that would make it easier for you to feel comfortable and like you belong?
These conversations don’t need to be formal or lengthy. What matters is creating intentional moments to listen and making sure someone is paying attention to how a new student is really doing.
A student who looks like they’re adjusting may still be finding their footing. Regular check-ins give them an opportunity to say so—and give adults an opportunity to help before a small struggle becomes a bigger one.
5. Let books do some of the talking.
Sometimes the easiest way for a child to talk about a difficult experience is to talk about someone else first.
Books about children navigating change — like Spencer’s story in Hide and Seek, Book 1 of the Under the Couch series — can give students a safe, one-step-removed way to explore feelings about moving, making friends, anxiety, and starting over.
A teacher might ask:
- How do you think Spencer feels about starting a new school?
- What do you think would make his first day easier?
- Have you ever felt like the new kid?
- What could you do if you noticed another student feeling the way Spencer feels?
The conversation doesn’t have to be about the student at all. But sometimes, talking about a character gives a child permission to talk about themselves.
Books about kids navigating a move — like Spencer’s story in the Under the Couch Books — give students a safe, one-step-removed way to discuss potential new school anxiety and talk about their own transition feelings.
The Takeaway for Teachers and Administrators
Maybe take a fresh look at your school’s first few weeks through the eyes of a brand-new fifth grader. Where might that student feel lost? Where might they feel invisible? Where are the opportunities to make a friend — and who is making sure those opportunities happen?
Then close the gaps.
Because sometimes, helping a new student succeed starts with something as simple as making sure they know: You belong here.
Keep exploring: Meet Spencer, Justin, and the mysterious nanny, Ms. Lori, on our Meet the Characters page, and find classroom resources on our Teachers page.