In early 2008 we invited you to share your experiences of how you managed the start of the school year – were there tantrums; did you budget; were the children excited; and are there any tips you have which other parents may find useful?
Going Back to School is the Families Commission’s fifteenth Couch poll. This poll asked parents and caregivers of school-aged children about their experiences in relation to their children getting back to school after the summer holidays. The start of the school year can be a challenge for families and Couch members were asked how they coped with their children’s excitement and/or nerves at going back to school. They were also asked about any budgeting or changes in routines they needed to make, and if they received any support during the back to school period.
The results of this poll will help to advise other parents going through the same experience. Couch members’ tips on how to manage can help make going back to school a little less stressful and more fun for someone else.
Summary
Thanks to all 534 Couch members who completed this poll.
Responses indicated a wide range of experiences and thoughts about the back to school experience. Many comments were positive and indicated a high level of creativity, coping, and organisation.
Sixty-five percent said their children were looking forward to school. They said it was important to remain positive and talk to children about the many positive aspects of going back to school. Although the majority of children seemed happy to be back at school, some were resistant for various reasons including bullying, disability, problems with the teacher, starting at a new school, or missing time at home with their family.
Many people were well prepared to cope with the back to school experience.
Some had prepared by starting the school routine before school started, or had saved money in order to afford school-related costs. Others had made savings by shopping around for specials and bought second-hand school uniforms. The children’s grandparents played a particularly important role in helping families cope with the back to school experience. Some even had their grandparents living with them during this period, while other grandparents contributed financially.
While most respondents seemed to manage to cope with it all, many were also showing signs of frustration and stress. Signs of stress or exhaustion mainly came from respondents who had difficulty juggling work, school, and household duties, and/or coping with the additional financial strain of school-related costs. The poll results suggest many people are stretched beyond their capabilities to cope with school-related expenses. Many felt that it would have been useful to have had advance information about how much everything was going to cost.
Most Couch members who responded to this poll were female (80%), living in an urban area (80%) and aged between 22 and 72 years old. Most (68%) identified as New Zealand European, 7% as Maori, 2% as Pacific people, 1% as Chinese and 22% as “other”.
Three out of four respondents had one or two children, and one in four had three or more children.
Four out of five respondents reported that their children went to a public school.
Nearly half of all respondents had children who went to primary school. Almost one in four had children at both primary and secondary schools.
The majority of Couch members reported that their children were looking forward to going back to school after the holidays. Main reasons for wanting to get back to school are outlined below.
Wanted to see friends again
Many respondents said their children were looking forward to getting back to school because they wanted to see their friends again. Some of these respondents noted that their children were getting bored toward the end of the summer holiday. Some thought the holidays were too long.
“They were getting bored and were looking forward to getting back with friends.”
Looking forward to routine of school
A number of Couch members mentioned that their children were looking forward to the routine school brought about. This was particularly the case for people with children who had disabilities, especially for those with autism or Aspergers syndrome who need a very structured environment.
Enjoy learning or their teacher
A third group of respondents said their children wanted to get back to school because they enjoy learning or like the teacher, but others pointed out that while their children were looking forward to the social and routine aspects of school they were not looking forward to homework, schoolwork or NCEA pressures.
“She enjoys school and the holidays are a bit long.”
“The children were looking forward to seeing their friends and being involved in activities again. However, stressed about school work.”
Apprehension about starting a new class, school, or teacher
Nearly one in five of all respondents said their children were unsure or apprehensive about getting back to school because they were starting a new class, school or getting a new teacher they had not met. This was particularly difficult for children with disabilities.
“Because she is dyslexic and she worries about having a new teacher and new children in her class.”
Problems in school
The most common reasons why children were not looking forward to school were that they were having problems in school – either with the teacher or with bullying – or because they liked being home and missed their family while at school. Some people reported particular problems related to disabilities, such as not having been granted a teacher’s aid in class yet, or that their child was struggling with the routine of school.
“My son has a learning disability and finds school work extremely hard.”
More than one third of respondents reported that their youngest child was at primary school.
Almost four in five respondents said it was easy for their children to get back into the routine of a school day.
Used to the routine
One third said that it was easy to get back into the routine because they were used to it, had done it for years, or simply liked getting back into it. Many stressed the value of having a routine and, as in previous questions, this was particularly the case for people with children who had a disability. Many said the children felt safe and secure always knowing what was going to happen next.
Children bored/looking forward to seeing their friends
Almost one in four said it was easy to get back into the routine because their children were looking forward to see their friends so much. Some said their children were bored during the holidays, especially toward the end.
“…prefers routine and is happier with the structure imposed by the school term. Getting up in the morning a challenge for him though.”
“I think they were a bit sick of the long holidays and looked forward to something constructive to do with their time.”
Kept the same routine over the holidays
Twelve percent of people who responded reported that they kept the same routine over the holidays, so getting back to school did not change anything. This mainly concerned people who were home schooling their children, or respondents who were working and had their children in a holiday programme.
“Even during the holidays we stuck to routines and eating patterns. And bedtime stayed the same with the exception of being in the tent when camping and everything was pushed back by an hour. They thrive on routine and it works for us all.”
Prepared children by talking or started routine before school began
About one in ten said it was not hard to get back into the routine because they had prepared their children by talking to them about it or had started the routine a few days or weeks before school began.
Help from friend and/or family
Six people said that it was easy because they had friends and/or family who helped.
One in four people who gave explanations said their children had difficulty getting back into the routine. There were a variety of reasons for this.
Disrupted or poor sleep
The most commonly stated reason was disrupted or poor sleep, which was attributed to factors such as light, humidity, warm temperature, and bed time changes.
Problems at school
Other reasons included problems at school such as being bullied, having a difficult teacher, struggling with a disability.
Changes at school
Being in a new class, school and/or having a new teacher were also reasons why children found it hard to get back to school.
More than half of all respondents reported that they had to make changes to their routine to fit into their children’s return to school.
Bedtime routine
More than half of the people who made changes had changed their children’s bedtime routines by having them go to bed earlier and/or getting up earlier than during the holidays. This in turn led to change in other activities such as earlier dinner, less TV, less outdoor sports (eg biking, swimming), and no breakfast in pyjamas.
Work hours
Just over one in five had to change their work hours. Some respondents started work later and/or finished earlier, while some worked longer days. Some of the people who worked more during the school terms thought that the holidays were too long for working parents. This was because many had to take time off work (often unpaid), which resulted in reduced income.
“It was a relief to have them back into the routine of school – holidays are too long for working parents”.
Travel arrangements
Fifteen percent had to change their travel arrangements, usually because they had to drop off and/or pick up their children at/from school.
Housework routines
Thirteen percent had to change their routines for laundry, cleaning, grocery shopping, or just be more organised with such things. This was perceived as stressful for some, especially for those people who were managing a one-adult household, but also for those in households with two working adults.
A mother who struggles to cope with the demands of work, childcare, and housework:
“I have no idea where to find resources to change the schedule or if it’s at all possible to be honest. Every day I swear it will be my last and I will have to quit, but then I can’t decide whether to quit working or quit parenting. And that is a rock bottom feeling.”
Out of school services
Nine people had to change their routines because they had started using out of school services.
Several changes
Many people mentioned a mixture of the above changes in routines.
“Earlier start in the morning. Having to leave earlier than last year as now have two to drop off at two different schools. Trying to fit homework, after school activities, and play dates into the afternoon, and making school lunches in the evenings makes for a very long day.”
One out of four people reported that they did not need any extra support to get back into the school routine or they did not have any support available to them because they were new in town and/or did not have any family or friends near by.
“We don’t have family nearby and don’t know anyone.”
Help from family, friends and neighbours
Just under a quarter reported that they had family who helped out, mainly the children’s grandparents, and equally many had friends or neighbours who helped out. Friends and family offered support by dropping off or picking children up at school, minding the children after school, or taking the children to extra-curricular activities.
“My brother works shift work and so is available a couple of days a week for after school care. And my mum takes one of the girls to school each morning.”
“We have a group of friends who are all supportive of each other, so if one of us can’t be there then another will pick up our children. It’s all reciprocal, and is also great for when we have younger children at kindy finishing at the same time – one parent will pick up the older children, while the other does the kindy kids, and then we meet somewhere in the middle to child swap!”
Flexible work
One fifth of respondents said that their work offered support by providing flexible work hours or approving leave during the back to school period. However, a few people said their work was unsupportive and inflexible.
“My workplace allows me to work from home two days a week so we can share the before school and after school routines.”
Other
Thirteen percent of respondents said they used car pooling. Many of these people saw car pooling as great support. Ten percent reported their partner was their greatest support. Ten people said they used out of school services for support, and eight people had employed nannies.
Half of the respondents with primary-aged children spent less than $250 preparing for the beginning of the school year. Twenty nine percent spent between $250 and $500 and 16% spent more than $500.
Q14: Excluding fees, but including donations, from what you spent, what were the most expensive items that you needed to purchase for your primary school-aged child/children?
Most of the respondents named more than one item that they needed to purchase for their primary school children. The most commonly mentioned item was school uniform which accounted for more than a third of responses. The second most reported item was a school donation (30%). Just over one fifth of Couch members had to buy stationery items, and one fifth of respondents had to buy shoes, a new school bag, or clothes. Fourteen percent had to buy books or other resources. Nineteen people had to pay for subject or activity fees and 17 people had to pay for a school camp. A further 17 had to pay for extra-curricular activities and eight people bought sports gear.
When it comes to secondary school children, respondents spent a bit more than with primary children. Just under half of respondents reported spending more than $500, 39% spent between $250 and $500, and 21% spent less than $250.
Q16: Excluding fees, but including donations, from what you spent, what were the most expensive items that you needed to purchase for your secondary school-aged child/children?
The most commonly item respondents purchased in preparation for school was a school uniform. This was mentioned by two thirds of all people, followed by stationery items, mentioned by almost a quarter of respondents. A quarter also said the most expensive item they had to purchase were books or special subjects material (eg art materials), and a fifth had to pay a donation to the school. Many people commented that although the donation was voluntary it was perceived as compulsory. A few people had to pay for their children’s school camp and some had to buy sports gear. Ten had to pay a subject or activity fee, and five had to buy a computer. Some people had to pay for transportation and extra-curricular activities.
Almost two thirds of respondents found it hard to come up with the money for school-related expenses. One third thought it was easy to do so.
The majority of respondents did some sort of planning or budgeting to ensure they had the money to pay for school-related expenses at the start of the year.
Put money aside before school year started
Some respondents had an automatic payment scheme where they made a weekly or fortnightly deposit of $10 to $100 into a specific school account throughout the year. Others saved by putting money aside during the months or weeks before school started.
“Putting aside a little each week to make sure that there was enough to purchase stationery etc.”
Tighter budget before school started
Eleven percent of respondents saved money by cutting down on other things in the months or weeks before school started. The most common things people were cutting down on was food and holidays.
“Spending less on presents and food – no summer holiday.”
Bargain shopping
Thirteen percent saved money by shopping around for bargains, waiting for specials to come on, making purchases through internet, or buying items on lay-by.
“Bought some of the uniform in December and second hand so didn’t need to spend so much in January.”
Other
Ten percent of people were putting any purchases on their credit cards or increased their mortgage. A few people worked more or sold things (eg old school uniform), and some people bought second hand clothes including uniforms. Eight people received help from others, including two people whose children contributed with money that they had earned through holiday work.
“Fortunately we had financial flexibility by being able to take money out of the mortgage.”
“I plan to spend two months each year working in Australia for the next seven years specifically earning enough just for the children’s school fees.”
Q20: Were there any areas where you deliberately made savings? Where were they? eg second hand uniforms.
Second hand or ‘hand-me-down’ school uniforms
The most common saving respondents reported was through acquiring second hand school uniforms. More than half of all respondents had bought uniforms through advertisements, at special second hand shops, or they had handed them down from older siblings to younger ones. There were also people who wanted to buy a second hand uniform but could not find one. A few people mentioned that their school had changed uniforms, which meant there were no second hand uniforms around.
“My children are all in second hand uniforms, or hand me downs in case of my youngest…poor thing!”
”I always buy second hand uniforms, and don’t buy stationery until back to school sales.“
Sales, specials or bulk buying
About one third of respondents said they made savings by shopping around for sales and specials or getting together with other families and buying in bulk. This mainly applied to stationery items, special resources (eg calculator) and books.
“Buying stationery with other people to get bulk discounts.”
Internet
Some people had bought things over internet.
Sharing/ borrowing resources
A number of respondents who were home schooling their children had bought discounted items at a home schooling expo. Others had shared resources and books with other home schooling parents, or borrowed books from the library. Many of these respondents said that home schooling had saved them a great deal of money.
Saving in other areas
Just under one in ten people reported that they made savings by cutting down on other things such as holidays, food, special activities (eg eating out, going to the movies), or extra-curricular activities. Some parents reported that they had to go hungry for a few weeks to be able to afford the school-related expenses.
“Less food so we had money for school.”
Other
A few people had given school items as Christmas presents to their children (eg a new school bag), and some had sold their children’s old school uniform or other things. A small number reported that they had paid the school donation or fee in advance, which gave them a 10% discount.
Q21: Was there anything you learned from this year’s ‘back-to-school’ experience which could make it easier for next year, for yourself or for other parents?
Be more organised next time
Responses were varied but mainly focused on being organised in one way or another. Nearly one third talked about being organised with money and starting to save well before school started. Some suggested opening up an automatic account that kept running all year round. Others just recommended starting early and saving enough to cover any unexpected expenses. Nearly one in four said they would plan better for next year by getting all the purchases done some time before school started and trying to buy items on special. Some said they would buy things on the internet in the future as it was often a cheaper option and would mean not going to the shops, which can be stressful.
“No matter what money you think you will need, allow for nearly double…then if there’s money left over, enjoy yourselves as a family with it!”
Just over one in ten said it was a good idea to change the routines beforehand so children were better prepared.
“Don’t have any activities or plans the week before school starts and start getting back into the daily routine a lot sooner.”
More information about school-related expenses
More than one in ten discussed the lack of information available about school-related expenses. Many respondents were confused about what they were obliged to pay for and some were very upset about not being informed about upcoming expenses. Many people also commented on the fact that the donation is perceived as compulsory and some people felt cheated by government claims that schooling is free in New Zealand. Many people were also confused about subject fees and saw this as a strange requirement when school is supposedly free.
Other costs that people thought were strange, considering that school is supposedly free, were the requirement to buy school uniforms, books, and subject materials. Many people felt that it would help if they had some information about what they had to pay for so they could be better organised. Some people thought this information should come from the school while others thought it was the Ministry of Education’s responsibility.
“It would be easier if the Ministry of Education sent a pack to parents or publicised what the schools can and cannot charge for. It is becoming very expensive excluding donations and more and more is added on each year.”
“Ask the school for information on school expenses before the next year starts, and ask them to get specific. Our school puts out information on stationery but doesn’t say what subjects will need which quantities. Ask the school for a contact number for someone who has experienced it to talk to, as I was able to recommend to my friends to put aside $1000. At the beginning of it all I never dreamed it would cost that much. It was a horrible shock.”
“I am confused about the ‘donation’ which I have ALWAYS paid, lately I have been hearing that many, many people do not pay this – does that mean I am subsidising their children I wonder? As a cost that I cannot really afford either, but make a priority.”
“I think there is no such thing as free education in NZ. All I learned is that it is costing me more and more each year, and there is no warning about it.”
Talk about school in advance to ease them into it
Many people said that it was important to be positive and encourage children about school, perhaps visit the school beforehand, play on the school grounds, or talk to the teacher before school starts.
“Talk positively about the new school year and make it exciting rather than ‘back to the grindstone’.”
Other
A few people talked about cutting down on extra-curricular activities. Some people recommended home schooling their children and a few were thinking of trying this for next year. Seven people stressed the value of buying good quality items and new uniforms (as opposed to second hand) because they felt they lasted longer and were more cost effective in the long run as they could be sold when finished with. Other suggestions were to not cover the books and to bake for lunch, or cook extra for dinner and save the leftovers for lunch the next day.
“Never try to shop for all your children’s stationery at once. I take one list/child at a time because otherwise you end up with all sorts of mistakes (as well as the kids putting the most expensive coloured pencils in the basket when you weren’t looking). I get exercise books from Paper Plus as the cheap Warehouse Stationery ones have such thin paper that you can only use one side, so it’s false economy. I buy my son McKinley’s school shoes as they last the whole year. It’s $115 for a pair compared with three or four cheap pairs that fall apart.”
“I have found it not necessary to cover books which can save a reasonable amount of money and so far the books have stayed intact.”
There was a general perception among some respondents that school had become more expensive each year. As one parent succinctly said:
“Everyone reports the same. It is getting harder and harder to meet the costs.”
4. Conclusion
Overall, responses to this poll indicate that people generally cope with their children’s back to school experience and many children look forward to getting back to school. However, many respondents had to make sacrifices and many noted problems.
While many people have great plans and systems in place to cope with getting children back to school, it can still be a struggle. The fact that people have to make important sacrifices and develop complex saving plans shows that it is an issue that is not always easily solved or coped with. Results revealed that there is no particular time during a child’s school time that the costs are a bit less. School-related costs were much the same for primary school children as for secondary school children.
Results also suggest that people are frustrated about the lack of information available to parents/caregivers regarding school-related costs (ie information about what they do and don’t need to pay for). A number of respondents commented that education is not actually ‘free’ in New Zealand.
Another common feeling was that school holidays were too long. People said their children got bored and that they had to take too much time off work, which consequently led to less income and ability to pay for school-related costs. Being bored was often due to the parents’/caregivers’ financial inability to do something active with their children during the school holidays such as going on a trip somewhere.
Many of these findings will be useful for the Families Commission’s ongoing work programme on flexible work, parental leave, and financial assistance to families, as well as parenting information and issues related to those living with a disability. Results will also be shared with the Ministry of Education.
Thanks again to the Couch members who participated in this poll.
