Rebecca’s Long Wait

Rebecca’s class is waiting for the coach to the museum. She has checked her bag twice and is ready to leave. The usual departure time passes. There is no coach at the gate, and the small group beside the entrance begins asking the same question: when will it arrive?

Rebecca looks down the road again. Her legs feel restless, and she cannot settle into a conversation. Mrs Lake explains that the driver has reported a delay. She does not have a reliable arrival time yet. Guessing five more minutes would not give Rebecca information she could trust.

They choose a sheltered place near the school entrance, away from the gate. Rebecca can sit on the bench, stand beside it or walk a short agreed route with an adult. She chooses the bench first. Ethan asks whether she would like company or a little quiet.

Rebecca chooses company, but not a guessing game about the coach. They look at the museum’s picture leaflet. Mrs Lake tells them when she will check for an update, using the school clock rather than promising when the coach will arrive. Rebecca knows who will bring the next piece of news.

The next message still has no exact arrival time. Mrs Lake explains the two plans: travel if the coach arrives within the available time, or return inside and rearrange the visit. Rebecca asks where her bag will go if they stay. Having an answer to that small question helps the larger uncertainty feel less tangled.

The class eventually returns inside to arrange another day. Rebecca feels disappointed, but supported. The adults kept her informed without pretending to know the timing. She could ask questions, choose how to wait and find out what would happen if the original plan could not go ahead.