End-of-Year Behaviour Isn’t Regression, It’s Load
- Allied Therapy
- Dec 17, 2025
- 2 min read
As the year winds down, many Teachers and Early Childhood Educators notice a familiar pattern: behaviours resurface, regulation seems harder, and children who were doing well earlier in the year begin to struggle again.
This can feel discouraging especially after months of progress.
But end-of-year behaviour is rarely regression. More often, it’s load.
This article explores why regulation often becomes harder at the end of the year, what children are responding to, and how educators can support them through this high-demand period.
Why June Is Hard on Nervous Systems
By late spring, children are carrying a lot:
cumulative fatigue from a long year
anticipation of upcoming changes
shifts in routines and staffing
more stimulation and less structure
social and emotional growth demands
Even positive changes, like outdoor play, special events, or celebrations, increase nervous system load. When capacity is stretched, regulation becomes harder.
What End-of-Year Dysregulation Can Look Like
In group care settings, end-of-year load may show up as:
increased emotional reactions
difficulty with transitions
reduced frustration tolerance
more peer conflict
regression in skills that seemed solid
This doesn’t mean strategies stopped working.
It often means children are using more energy just to cope.
Supporting Regulation Without Adding More Demands
At this point in the year, less is often more.
Helpful supports include:
tightening routines rather than loosening them
keeping expectations clear and consistent
reducing unnecessary transitions when possible
prioritizing connection over correction
anticipating fatigue and offering regulation proactively
The goal is not to “push through” to the end. It’s to help children arrive there with their nervous systems intact.
Preparing for Summer and Upcoming Transitions
June is also when many children are preparing for:
new rooms
new educators
summer programs
entirely new environments
Behaviour changes during this time often reflect uncertainty, not defiance.
Supporting children through these transitions includes:
naming changes simply and honestly
using visuals or stories about what’s coming
maintaining familiar routines as long as possible
expecting some increase in support needs
These supports help children feel safer during a time of change.
Practical Transition & Regulation Support for Educators
End-of-year behaviour can feel heavy, but it’s also predictable and able to be supported. When educators understand behaviour as a response to load rather than loss of progress, responses become calmer and more effective.
For educators wanting practical tools to support regulation and transitions during high-demand periods, targeted training can provide clarity and confidence.
Want support strategies that work during end-of-year transitions? Check out our monthly virtual training, free for educators, so you can ask questions to the Allied Therapy team!
Allied Therapy
Supporting children, families, and the educators who care for them
Speech Therapy • Occupational Therapy • Behaviour Therapy
Nova Scotia
