Children adopted from abroad as infants or toddlers may go happily off to day care, preschool, or kindergarten with their same-age peers. Children adopted at ages 3 or 4 or beyond, however, may experience some difficulty as they transition from their adoption and new family to the more demanding world of preschool, elementary school, or even secondary school. They may be afraid and shy, unable to understand or speak the language, or lacking the cognitive, motor, and social skills necessary to interact successfully with their peers.
Of course, many children of intercountry adoption will be quite successful at school. Others, however, will struggle as they go up the grades. Although children of intercountry adoption are certainly at risk when compared with their peers, parents and teachers must remember that each child is a unique individual. Clearly, no assumptions can be made regarding the impact of intercountry adoption on any particular child in school!
As with any child, however, the key to successful performance begins in the classroom—with collaboration and cooperation between school personnel and parents. Teachers can look to parents as the experts on their own child and parents can look to teachers as the experts