Supporting the child post-transition

While it is possible to achieve a positive transition for all children, moving to a new setting can be a challenging process for some children and it is important to recognise that a successful transition between settings will often still be accompanied by challenging days and experiences.

It is helpful to be aware of potential difficulties the child might face post-transition in order to prepare for and provide effective ongoing support.

These difficulties might include:

• Coping with changes to the structure of new school day and experiencing longer hours in the one environment.
• Interacting with new peers and a new teacher.
• Knowing how to ask for help if unsure of a new activity or unsure of a change of activity.
• Organisational skills.
• Learning about new dangers in the environment (establishing the safe boundaries),
• Managing greater independence in eating and toileting.

(Source: EANI)

Autism Toolbox provides a range of strategies for dealing with situations which may require some additional planning:

• Lunch time

The lunch hall may be alarming with its busy atmosphere and higher noise level than a classroom.

Prepare the child with a visual timetable or having a buddy system for the child so that security is given.

Try to find a quieter area of the hall or begin lunch earlier/ later to miss most of the noise.

• Playtime

Playgrounds can appear a little overwhelming.  A buddy system can be a very positive support.

Ensure the child knows what to do in the playground – perhaps a member of support staff could teach them some simple games at a different time and take the time to transfer this to playtime. 

• Wet playtimes and lunch times

These can happen at very short notice. 

A list of activities to choose from may be helpful which could include ‘eat snack’ and ‘go to the toilet’.

Also a visual may be made up to show what the child should do when the bell rings at the end of playtime

Using a different room to the base classroom for wet playtimes can also be helpful if available. 

• PE

The gym hall can be very daunting for any child. The child may see the empty space and want to run around or spin. 

Prepare the child for going to the gym hall beforehand with short visits with an adult or parent and have a visual timetable for what is going to happen in the gym hall

PE sessions may need to be built up to increase tolerance

The child may need to be taught that the hall can be used for different purposes. 

• Music

Many children enjoy music and have skills for rhythm, however sensory issues could be an issue with noise and the variety of textures of instruments.

Perhaps allow the child to touch/ explore the instruments in their own time before the lesson.

A visual for the lesson would be helpful if the child is anxious.

Tolerance may need to be built up gradually. 

• Assemblies

Try to include the child as much as possible in assemblies. If the child is distressed or anxious then perhaps try for the beginning and/or end.

However short the experience, it should be positive and meaningful.

If sitting in assemblies is not working, have a short break from it and go back to it at another time. 

• School fancy dress days

Discuss this beforehand with school staff and parents to explore the potential levels of stress this may cause the child and plan appropriately.

Have a clear visual plan for the party. No uniform days can also provoke anxiety: preparation is key.

• Visitors to the school

Beforehand speak to the visitor or company that are coming to the school and find out about noise levels, props or surprises they may have planned. This knowledge can be used to prepare the child in advance for what will happen

Again, discuss the appropriateness of the visit and potential stress levels of the child beforehand with parents and members of staff. 

• Outings

The anticipatory planning duties should always be followed when arranging trips to ensure the child is not discriminated against. These should be prepared in advance with the child in consultation with parents and staff, particularly if there are potential difficulties with phobias etc…

Liaise with staff at the place you are going to visit. Consider if the venue is appropriately accessible and if a risk assessment is required for the travel and or the venue. Establishments which have frequent school visits may have their own risk assessment protocol which they may be happy to share. 

• Sports Day

Prepare the child beforehand and perhaps allocate them a task on the day.

Also discuss with parents so that everyone can work together to relieve any worries.

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