What to Expect in First Week at an International School in Prague

Research published in the British Journal of Educational Psychology found that children consistently describe starting a new school as one of the most anxiety-provoking experiences of their lives. The study, which engaged 49 children and young people aged 6 to 17, found that what children needed most during educational transitions was to feel known, to have familiar faces to turn to, and to understand what was going to happen before it did.

That research shapes how good international schools approach the first week of term. This article covers what your child's first week at an international school in Prague typically looks like, and what you can do to help them settle in well.

Before the First Day

For children who are moving to a new school, preparation starts well before September. Visiting the school campus, meeting a teacher, and understanding where things are all steps that eliminate a significant amount of the uncertainty that feeds first-day anxiety. Children who have seen the school before arrive on day one with more confidence.

At PBIS, we encourage families to book a visit before term begins. The admissions team can arrange for your child to see their classroom, meet a member of staff, and in many cases connect with another student who will be in their year group. Small moments of familiarity make a huge difference.

The more your child knows about what to expect before the first day, the more mental and emotional space they have to actually enjoy it.

Day One: What Actually Happens

On the first day at most international schools, the focus is on orientation rather than academic content. Your child will be shown around the building, introduced to key members of staff, and helped to find their classroom and the spaces they will use every day.

At PBIS, new students are paired with a buddy, a current student who knows the school well and can help them navigate the first few days. This is one of the most effective settling-in strategies a school can offer, because the guidance comes from a peer rather than an adult, which feels less formal and more reassuring.

Your child may come home quiet or tired after day one. That is completely normal. They are processing a great deal of new information. The goal of the first day is not to make friends or master the curriculum. It is simply to feel safe and find their feet.

The Rest of the First Week

Getting to know the timetable
International school timetables can look quite different from what your child is used to, particularly if they are moving from a Czech public school. Multiple subjects in a day, different rooms for different lessons, and specialist teachers can take a few days to get comfortable with. Most schools provide a printed or digital timetable from day one, and teachers understand that new students need guidance in the early days.

The social side
Navigating a new social environment is exhausting, even for confident children. Working out who is who, where to sit at lunch, and how the social dynamics of the class work takes time and energy.

Encourage your child to aim for one new conversation a day rather than trying to make a close friend by Friday. Small, realistic social targets reduce the pressure and tend to produce better results than big expectations.

Language and EAL support
For children who are still developing their English, the first week can feel particularly intense. They are doing everything their classmates are doing, but in a language they are still building confidence in.

At PBIS, English as an Additional Language support begins from the first week. EAL teachers work alongside class teachers to ensure that language is not a barrier to understanding lessons or becoming part of the community. If your child is new to learning in English, ask the school how specific EAL support is structured in the first weeks of term.

Find out about EAL support at PBIS.

Lunchtime and breaks
Unstructured time is often harder than lessons for new students. In lessons, the task is clear. At lunch, your child has to find somewhere to sit and someone to talk to without a teacher directing the activity. The buddy system plays a valuable role in this situation. Encourage your child to find their buddy at lunchtime in the first few days. That is exactly what the buddy is there for.

What Parents Can Do

A more effective approach is to ask open, low-stakes questions. What did you have for lunch? What was the funniest thing that happened today? These invite conversation without putting your child on the spot about how well they are settling in.

•Keep after-school time calm in the first week. Save big plans for weekends.
•Make sure your child is getting enough sleep. The demands of a new environment are physically and emotionally tiring.
•If your child comes home upset, listen before you problem-solve.
•Stay in contact with the school if you have concerns. Raise them early rather than waiting.
•Remind your child that feeling unsettled is normal. Most children feel significantly better by the end of the second week.

For Families Moving from the Czech School System

Children transferring from Czech public schools face an additional layer of transition. Not just a new school, but a new curriculum, a new language of instruction, and a different approach to learning.

The Czech curriculum is academically rigorous, and children who come through it tend to have strong foundations, particularly in mathematics and sciences. What often feels different is the approach inside the classroom. International schools tend to place more emphasis on discussion, collaboration, and independent thinking. This can feel unfamiliar at first, but most children adapt to it quickly and find they enjoy the difference.

The first month is rarely representative of where a child will be by Christmas. Be patient with the adjustment period and keep communication with the school open throughout.
Read more about transferring from a Czech school to an international school.

When Does It Start to Feel Normal?

Most children find that the first week is the hardest, the second week is easier, and by the end of the first month they have found their footing. Children who have moved schools or countries before tend to adapt more quickly because they have a mental model for what transition feels like and know that it passes.
If your child is still struggling significantly after four to six weeks, it is worth having a conversation with their form tutor or year group leader. At that point the school can look at whether additional pastoral, academic, or social support would help.