Why Children Often Get Sick During Their First Days in Preschool and How to Respond (Part 2)

6. Strategies for disease prevention and advanced management for children entering preschool

6.1 Family preparation before school entry

Smooth Start at HEI Schools Saigon Central is a way for the little ones to get used to the new environment gradually.

At HEI Schools, we believe that parents are the first and most important partners in protecting children’s health as they step into a group-learning environment. A strong start begins with ensuring full immunization. According to the World Health Organization (WHO, 2023), completing the recommended vaccination schedule can lower the risk of common infectious diseases in preschool-aged children by up to 70%. Vaccines such as influenza, pneumococcus, and varicella are considered essential before children join school communities.

Equally important is providing children with balanced daily nutrition. Research from the National Institute of Child Health and Human Development (NICHD, 2022) shows that a diet rich in vitamins A, C, D, and zinc not only boosts immune function but also helps reduce the frequency of respiratory illnesses among children aged 3–5.

Finally, cultivating good hygiene habits at home lays a strong foundation for healthy routines at school. The U.S. Centers for Disease Control and Prevention (CDC, 2022) highlights that teaching children to wash their hands with soap for at least 20 seconds before meals can reduce diarrheal diseases by 31% and respiratory illnesses by 21%. When families model and reinforce these habits, children can carry them naturally into the school environment, where teachers continue to encourage and support them.

Together, by combining family care and school practices, we can create a safe, nurturing space where children thrive in both health and learning.

6.2 The key role of teachers and schools

Schools are not only places of learning but also function as a “miniature socio-medical environment,” where teachers act as “gatekeepers” of health. A study conducted in Australia by Elliott and McKenzie (2021) demonstrated that when teachers are trained to identify early symptoms such as mild fever, red eyes, coughing, or sneezing—the outbreak rate in classrooms decreased by as much as 40%.

Equally important to children’s wellbeing is the way daily routines are organized together. Simple activities like synchronized handwashing or creating “fun hygiene corners” do more than prevent illness; they also give children a sense of belonging and joy in being part of the group.

Emotional wellbeing plays a crucial role as well. Research from the University of Helsinki (2020) shows that psychological stress during the early transition to school can directly weaken a child’s immunity. This is why the model of “progressive adaptation” is so valuable, helping children settle in step by step, at a pace that feels safe for them.

At HEI Schools Saigon Central, this takes shape through our Smooth Start program. During this period, children are accompanied by their parents, gently listened to, and supported to adapt in their own rhythm. Such an approach nurtures trust – showing each child that school is not only a place to learn, but also a safe and caring environment where they are truly respected.

6.3 Managing the school environment according to public health standards

A safe and healthy classroom is the very first step in reducing the spread of illness. Research from Queensland University of Technology (2022) highlights that when classrooms are equipped with proper ventilation systems and natural lighting, the risk of airborne virus transmission can drop by 30–35%.

Daily care of the environment also matters greatly. The American Academy of Pediatrics (AAP, 2021) recommends that frequently touched surfaces be cleaned at least once a day, while shared toys should be disinfected after each class session. These small but consistent routines protect children in meaningful ways.

Class size is another important factor. A study in Japan (Tanaka et al., 2021) found that classrooms with fewer than 20 children experienced much lower outbreak rates of infectious diseases compared to those with over 30 children. This reminds us that a safe learning environment is not only about clean spaces and fresh air, but also about giving each child room to grow, play, and connect with others in a healthy way.

7. Response protocols when a child becomes ill at school

When a child develops symptoms at school, a structured response protocol must be followed. The first step is temporary isolation, moving the child to a separate area to limit contact with peers. Next, parents must be promptly informed for coordinated action. The Ministry of Health Singapore (2021) highlighted that transparent communication between schools and families shortens the control period of infectious diseases by 25%.

Additionally, schools must monitor and report cases to local health authorities—particularly in the case of communicable diseases such as hand, foot and mouth disease or chickenpox—so that collective preventive measures can be implemented.

7.1 A tripartite collaboration model: Family – School – Healthcare

True disease prevention happens only when families, schools, and healthcare institutions walk hand in hand. Each partner plays a vital role: families nurture children’s daily health by ensuring proper nutrition, enough sleep, and keeping them at home when they are unwell. Schools build on this foundation by monitoring children’s wellbeing, maintaining hygiene in every corner of the learning space, and teaching simple health habits. Healthcare institutions support both families and schools through staff training in basic medical care and by stepping in swiftly when outbreaks occur.

The “School Health Collaboration” model in Canada (Public Health Agency of Canada, 2020) clearly shows the impact of this shared responsibility. When all three stakeholders worked together, hospitalization rates from infectious diseases among preschool-aged children fell by 18%.

This reminds us that protecting children’s health is not a task for one party alone, but a collective effort – and when we share that responsibility, children are given the best chance to grow, learn, and thrive in a safe and joyful environment.

7.2 Comprehensive approach – long-term effectiveness

Child health care during the preschool transition must be linked with holistic development. The Harvard Center on the Developing Child (2021) emphasized that physical health and mental well-being are interdependent pillars. Children who engage in outdoor physical activity, maintain balanced diets, and experience reduced stress recover immune function more quickly.

Preventive health education should also be integrated into life skills activities. Games such as “Handwashing Superheroes” or “Little Doctors” allow children to acquire preventive knowledge in a playful and natural manner.

In Europe, some schools have implemented the Healthy School Model, where green, clean, and safe environments are mandatory standards. These schools are not only spaces for learning but also long-term environments for safeguarding children’s health.

Conclusion of part 2

Given that children are particularly vulnerable to illness during their initial days in preschool, responses cannot rely solely on isolated medical care. Instead, a multi-layered prevention strategy is essential—beginning with family preparation, extending to school-based monitoring, ensuring safe environmental management, and supported by community health systems. Scientific evidence from WHO, CDC, AAP, and numerous international studies demonstrates that coordinated efforts among families, schools, and healthcare can significantly reduce health risks during this sensitive period.

More importantly, disease prevention in children is not just about protecting immediate health but also about investing in their long-term immunity, physical growth, and mental well-being. When schools embrace health as an integral component of education, children are given the opportunity to both learn and thrive in a safe and sustainable environment.

References

American Academy of Pediatrics. (2021). Cleaning, sanitizing, and disinfecting in child care settings. AAP. https://www.healthychildren.org
Centers for Disease Control and Prevention. (2022). Handwashing: Clean hands save lives. CDC
Elliott, S., & McKenzie, M. (2021). Early childhood educators as health promoters: Supporting children’s wellbeing in care settings. Australasian Journal of Early Childhood, 46(2), 132–145.
Harvard Center on the Developing Child. (2021). Building core capabilities for life: The science behind the skills adults need to succeed in parenting and in the workplace. Harvard University.
Ministry of Health Singapore. (2021). Guidelines for childcare centres on infectious diseases. MOH.
National Institute of Child Health and Human Development. (2022). Nutrition and immune system development in early childhood. NIH.
Public Health Agency of Canada. (2020). Comprehensive school health framework. PHAC.
Queensland University of Technology. (2022). Indoor air quality and infection prevention in early childhood education settings. Journal of Environmental Health Research, 32(4), 245–259.
Tanaka, H., Yamaguchi, M., & Ito, K. (2021). Class size and the spread of infectious diseases in early childhood education: Evidence from Japan. Early Child Development and Care, 191(7–8), 1103–1115
University of Helsinki. (2020). Stress, adaptation, and immune system functioning in young children. Child Development Research Journal, 15(3), 201–215.
World Health Organization. (2023). Immunization in practice: A practical guide for health staff. WHO