Family Resources for Talking with Students about School Closure

Be honest and direct

• Prior to a Board of Education vote on the Comprehensive Planning committee recommendation, tell them clearly:  
  • Closing Schools - "At the end of this school year, this school is recommended to close because there aren’t as many students enrolled in our school district as there used to be. Because there are fewer students, the district is bringing students together in fewer schools. This will help make sure students have access to access to more resources, programs, and opportunities.” 
  • Consolidating Schools - Our school has been recommended for consolidation with [insert school name] beginning next school year. 
• Once the Board of Education has voted on a recommendation that includes a school closure/consolidation, tell them clearly: "Our school is closing/consolidating at the end of this year because not enough kids are enrolled, so the district decided to combine schools." 
• Give them the timeline: when it closes, when the new school starts, what happens in between. 
• Children often mirror the emotions of trusted adults. Our tone, body language, and reactions can communicate safety, or worry, before we say a word. 
• Be honest without sharing adult-level worries. Children need truthful information, but they do not need to carry our stress. 
• Kids can handle honesty better than vague answers — avoid "maybe" or "we'll see" if the decision is final. 
• It's okay to say "I don't know yet, but I'll tell you as soon as I find out."

 

Make space for feelings, acknowledge a school closure may feel like a loss, not just a change for some students

• Let them know it's okay to feel sad, mad, hopeful or even relieved — all reactions are valid. 
• Expect that there will be different reactions amongst students, avoid comparison.   
• Avoid jumping straight to reassurance or solutions, such as “everything is fine” or “don’t worry.” Instead, first acknowledge and validate what the student is feeling. Give them space to experience the feeling before moving toward problem-solving or reassurance. 
• For example, “It makes sense to feel sad about leaving a place you love” can support a student more than immediately saying, “Don’t worry, you’ll make new friends.” 
• You might say, “This is hard, and we can handle hard things.” 
• It’s okay for adults to have feelings. Demonstrate healthy ways to manage your own emotions, including leaning on a support network, rather than leaning on your student(s) for emotional support.   
• When your student is ready, gently help them pivot to see that all changes come with new opportunities to help them see the possible bright side and excitement of change.

 

Encourage questions, without over-explaining

• Let them lead — answer what they ask, in age-appropriate terms, then stop. 
• Expect the same question to come up repeatedly; that's normal processing, not a sign that something’s wrong 
• Some students may not want to talk right away. That’s okay. Let them know they can come back with questions or feelings later, and look for other ways they may be communicating, such as through play, drawing, writing, or changes in behavior.

 

Give them agency where you can

• Let them help pick out a backpack or supplies for the new school, choose how to say goodbye to their current classroom, or make a keepsake (photo, drawing, signed yearbook page). 
• Ask what they're most nervous about specifically — new lunchroom, new bus, making friends — so you can problem-solve together instead of reassuring in the abstract.

 

Create closure and celebrate the old school

• Support or attend farewell events, ceremonies, or time capsules the school organizes. 
• Take photos of the classroom, favorite spots on the playground, or the front entrance. 
• Encourage students to say meaningful goodbyes to their teachers and friends—unfinished goodbyes can stay with them longer than they may let on.

 

Preview the new school together 

• More information will be coming to families as the year goes on through school announcements. Schools will be there to help families identify the next steps in getting to know a new/receiving school prior to the start of the 2027-2028 school year.
• If possible, visit the new school before the first day, potentially through an event hosted by the receiving school, walk the halls, find the bathroom, see the playground. 
• Ask about which friends might be going to the same new school. 
• Talk to the new teacher, counselor, or front office if your child has specific worries, questions or support needs.  
• Identify what the student can count on. Especially for younger students, having 2–3 concrete things they know will happen can be reassuring: “You’ll know where your classroom is. You’ll have an adult you can go to. You’ll see your parent here at pickup.”

 

Keep some things constant

• Even though the school building changes, remind them of what's staying the same — family, home, friends outside school, extracurriculars and other familiar routines and relationships. 
• For families, keep routines (bedtime, weekend activities, mealtimes, etc.) steady through the transition, especially the first few weeks at the new school. At school, staff can provide consistency by maintaining familiar routines, traditions, expectations, and relationships whenever possible.

 

Stay connected to old friendships

• Families can help set up playdates or ways to stay in touch such as a group chat (for older students) with kids from the old school, so friendships don't just end with the building. 
• Reassure them that friendships can survive a school change, even if daily contact at school ends.

 

Watch for delayed reactions

• Some kids seem fine over the summer and then struggle once the new school year actually starts — that's normal. 
• If sadness, anxiety, or behavior changes persist for several weeks into the new school, connect with the student’s teacher, school counselor, or another trusted support person.

Information about Mental Health Support Services  

For mental health support services, you can contact the front office of your school and ask to be connected to a member of your school’s mental health SSP team (Counselor, Mental Health Specialist, Psychologist or Social Worker). 

Community-based mental health resources are also available below for those who may find them helpful: 

• Longview Behavioral Health Urgent Care, 2260 W. Trilby Road in Fort Collins: 970-494-4200 

• I Matter Colorado (up to six free, virtual counseling sessions): imattercolorado.org or yoimportocolorado.org (la versión en Español) 

• Child, Adolescent and Young Adult Connections (CAYAC): 970-221-3308 - CAYAC empowers families to navigate behavioral health services for children, adolescents, and young adults across Larimer County. 

• Health Info Source - https://healthinfosource.com/ - Source for Your source for mental health resources and information for Larimer County, Colorado. 

• Connections – Adult Services: 970-221-5551 

• 988 Suicide and Crisis Lifeline: 24/7 free, confidential support. Call or text 988 to reach a trained counselor. Help in Spanish: www.988lifeline.org/es/inicio/  

 

Student(s) don't need adults to have every answer. They need to know that they are supported, and that they don't have to go through changes or transitions alone. 

 

Cómo hablar con los estudiantes sobre el cierre de escuelas

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