The First Week Abroad: Settling In, Homesickness and Friendships

The first week of summer school abroad is a natural settling-in period: travel fatigue, a new routine, different food and new people. Homesickness is a common part of it, and for most students it eases as the routine takes hold. Three things make this period easier: parents keeping to a contact plan agreed in advance, close follow-up by the chaperone teacher, and a clear school framework in which everyone knows who handles what.

This article is written for both parents and chaperone teachers. It covers the general shape of the first week, differences by age group, the contact plan, the signs that call for action and the school’s role. For the general program structure, see our summer schools page.

How does the first week usually go?

Details vary by program and country, but the first week follows a similar pattern on most programs.

• Arrival day: Travel, transfer, settling into the accommodation and a short introduction. This day is usually tiring.
• First two days: Orientation, the rules, getting to know the surroundings and, on language programs, a level test.
• During the first week: Lessons and activities settle into a routine, and students get to know their classes and roommates.
• First weekend: Usually the first excursion or group activity, which strengthens bonds within the group.

In countries with a large time difference, such as the USA and Canada, the first days also involve adjusting sleep patterns. A lighter schedule for the first days is a common approach on these programs.

Why does homesickness happen, and how long does it last?

Homesickness is a natural reaction to leaving a familiar routine, family and surroundings. Tiredness, hunger and unstructured time can intensify it, so evenings and the time before bed are when it is felt most.

How long it lasts varies from person to person, and no fixed number of days can be given. In general the feeling eases as the routine settles, lessons and activities fill the day and friendships form. Some students have no difficulty in the first days and feel homesick a little later. Both are normal.

Some behaviours make homesickness worse: a parent saying “are you very sad, we can bring you home”, a child following family life on the phone all day, or long video calls at night. Short, calm, reassuring contact is what helps.

How can you prepare for the first week before departure?

How the first week goes starts largely at home. Talking through realistic expectations with your child makes the ups and downs of the first days less surprising.

• Name the feeling in advance: Saying “the first days may feel strange and you may miss home; that is completely normal” helps the child recognise the feeling.
• Go through the daily routine together: Look at the program schedule, the accommodation type and what happens on the first day. The less that is unknown, the less anxiety.
• Pack something familiar: A photo, a favourite pillowcase or a small notebook helps, especially for younger children.
• Make clear who to turn to: The child should know that the chaperone teacher is the first person to go to with any problem.
• Practise independence: Small habits such as packing their own things and running their own morning routine build confidence on the ground.

For children who have been to a camp or a residential activity before, it helps to remind them of that experience. For the school side of preparation, see our guide on how schools organise a group summer school.

How does the first week differ by age group?

Every age group’s first week is different. The table below is a general framework; every child settles at their own pace.

Age group	Common in the first week	Advice for parents	Chaperone teacher’s focus
Primary (8-11)	Evening homesickness, tiredness, changes in eating and sleeping	Short calls at the frequency the program recommends; a calm, positive tone	Morning and evening routine, sleep and meals, a close relationship of trust
Middle school (12-14)	Peer dynamics, ups and downs with rules, friction over phone use	Back the rules from home; raise friendship issues with the teacher first	Setting boundaries, watching group dynamics, noticing students on their own
High school (15-17)	Desire for independence, expectations of free time, sometimes academic worry	Less frequent but clear contact; remind them to respect the rules	Curfew and meeting points, the balance between trust and boundaries

At primary age, the most important measure is that the child feels safe and comfortable. At this age, short programs and a familiar teacher close by make settling in noticeably easier. See our primary ages 8-11 page for details.

At middle-school age, peer influence, keeping to the rules and adjusting to a new environment can change quickly. On a two-week program the first week mostly goes on settling in and finding the right level. The teacher’s role here is less direct care and more guidance and boundary-setting.

At high-school age, students are more independent, but in a school group the curfew, meeting points and the teacher in charge are still clear. At this age the balance between showing trust and setting limits when needed sets the tone of the first week. Our high school ages 15-17 page has a readiness list for this age.

How do friendships form in the first week?

A major advantage of travelling with a school group is that students enter a new environment with familiar faces. Even so, new friendships, especially in international classes, take time.

Things that help friendships form:

• Shared activities: Structured activities such as sport, workshops and excursions make it easier to start a conversation.
• Room and group arrangements: Rooms and activity groups put together with care reduce isolation.
• Small responsibilities: Taking on a task in an activity gives quieter students a role.
• Language practice: Using a shared language with students from other countries develops both the language and communication skills.

A note for parents: if your child says “I didn’t talk to anyone” in the first days, it is not always a warning sign. If nothing changes after a few days, letting the chaperone teacher know is enough; the teacher sees a clearer picture on the ground.

How should parents set up a contact plan?

The contact plan should be set up before departure and in line with the school’s framework. It has three parts: how the school updates parents, personal contact with your child, and the emergency channel.

1. The school’s updates: The school announces in advance how often and through which channel it will update parents. This is the main way to get news during the day.
2. Personal contact with your child: Agree the frequency and time with your child. A short, regular slot that does not clash with the program is best.
3. Emergency channel: Who calls whom should be in writing. Not calling the teacher at night about non-urgent matters helps the system work.

Phone rules, pocket money and the contact plan should be discussed together at orientation. For the school side of these topics, see our parent information meeting guide.

A few tips for calls:

• Ask about your child’s day first: what they learned, what they ate, who they spent time with.
• Keep news from home brief; avoid details that may deepen homesickness.
• Close on a reassuring note, such as “everything is fine here, enjoy your time there”.
• Share your worries with the teacher, not with your child.

When should you be concerned?

Emotional ups and downs in the first week are normal. Some signs, however, mean contacting the teacher or the school straight away.

Report immediately:

• A health complaint, an injury or a problem with medication.
• Your child describing a situation in which they do not feel safe.
• An incident involving bullying, exclusion or threats.

Talk to the teacher if it lasts a few days:

• Persistently not eating or not sleeping.
• Homesickness growing rather than easing.
• Not joining any activities, or staying shut in the room.
• Repeated complaints such as headaches or stomach aches.

These signs do not necessarily mean something serious. But when the chaperone teacher knows about them, they can take the right step together with the program’s local team and, if needed, medical support. For the school’s emergency arrangements, see our safety checklist.

What does the chaperone teacher do in the first week?

In the first week the chaperone teacher is the students’ point of trust. The details of the role are set in writing by the school and the program; in general it covers:

• Short one-to-one conversations with each student in the first days.
• Morning and evening headcounts and routine checks.
• Watching sleep, meals and health.
• Noticing students who are alone or struggling and supporting them through room and activity arrangements.
• Daily contact with the local coordinator.
• Updating the school and, when needed, parents through the agreed channel.

The limits of the role and the duty rota are put in writing before the program. For more, see our chaperone teacher guide.

What happens after the first week?

By the end of the first week most students have settled into a daily routine. Classes and roommates become familiar, and excursions and activities become the main topic of the day. The tone of messages to parents often changes too: questions shift from “when are we going home” to “what we did today”.

In this period the parent’s role is to support the new routine the child has built and to keep to the contact plan. There may be another dip in the second half of the program; near the end, both excitement and tiredness can rise. Treating this as normal too helps the last days go well. After the return, talking through the experience with your child helps them notice what they have learned.

What is the school’s role?

The school prepares the ground before departure so the first week goes calmly. The counselling office identifies students travelling abroad for the first time and can hold a short preparation session with them. Special needs such as health, diet and anxiety are collected with the registration form and shared with chaperone teachers.

During the trip, school management weighs the information coming from teachers and handles communication with parents when needed. Offering parents a single, clear channel reduces confusion and anxiety. After the return, a short review that includes students’ settling-in experience strengthens preparation for the following year.

How do we support your school’s preparation?

When we plan a program for a school group, we build the flow of the first days, the orientation and the parent contact plan together with your school, and we put the chaperone teachers’ division of duties in writing before the program.

If you are planning a program for your school, or would like to talk about how to support your students’ settling-in period, you can see how we work on our For Schools page and get in touch.