Transitions are so important and it is vital transitions are managed effectively for all children. When an autistic child is expected to go through a change/transition it is so important they are at the centre of the plan.

Transitions are considered to be a ‘normal’ part of life whether that be a transition to a new class, a new home, a new school, a new job, puberty, new relationships. Transitions that everyone will do are considered to be an ‘expected’ transition and are often described as ‘common’ transitions.

There are also ‘uncommon’ transitions that not everyone will experience and they are not experienced at the same time ie it is harder to prepare for them. These often include a bereavement, a new baby, changing school during the academic year, moving to a new county or country, divorce etc. Not everyone will be supported during these transitions and the support available on these transitions can be depending on services available, accessing services and immediate support networks. 

Transitions for most people can be managed and supported quite well. But each transition has an impact on the individual and will either be a positive or a negative transition – each transition is reliant on a network of support whether that be a service, a family member, a carer or parent, sibling etc. Each transition is also reliant on a level of understanding.
Now within a transition, there is a person and whilst each transition can be split into a ‘common’ or ‘uncommon’ transition – a person cannot.Each person is different and the level of support a person requires will be specific to them and their needs. How the transition is managed and supported can often determine whether the person is able to cope.

I want to talk about a transition to a new classroom. whilst this is a ‘common’ transition and is often seen to be ‘normal’ and responded with 

‘You’ll be okay’

‘everyone in your class is going with you’

‘There’s nothing to worry about’

‘It’ll be okay’

‘Everyone is nervous’

These positive reminders are important and should be said as they offer reassurance however, there also needs to be an element of understanding that maybe for that child not everything will be okay to begin with and without the correct level of support for their specific individual needs, it can turn quite negative and this can happen quite quickly. Often this is seen through behaviour, the inability to go to school (school refusal), appearing ‘shy’ A child may appear okay in school but, they may be struggling to process what’s happening and hold it all in until they return home, the child may appear upset or distressed, the child may behave in different ways ie hitting, shouting etc.

It’s so vital in the first weeks of a transition the parents/carers are involved in communication about the transition and are listened to. Working together is vital. 

There are many strategies that can used to ensure children are supported through their transition, alongside reassuring them. Especially if the child is anxious, has additional needs, autistic or has special educational needs.

• Clear routine and structure
• clear rules and boundaries
• laminated visual concrete now, next, then boards 
• structure throughout the school day with warning of any changes
• offering individual time in first week for each child to know something about you and for the teacher to learn something about them  
• a trusted adult to talk to 

Mental health can be massively impacted without an understanding and without listening or adapting things to make the transition easier. We live in a society with high expectations that children must go to school and children must conform to societal norms. We also live in a society of a lack of understanding and acceptance exists and where the level of understanding, knowledge and acceptance is based on the individual that is supporting the person. 

Now there are some significant things that can be done to help support a transition which must include ‘common’ transitions. 
The first step in an individual conversation, worksheet or questions to find out how the child/person feels about the transition as  without this individual understanding of how the child feels about it often means individualised support cannot be offered. Instead a collective transition will happen which as mentioned above, some people/children will not fit this expectation of a ‘common’ transition.

Social stories are a great way to help with a transition, pictures of what will happen, pictures of their teacher and support staff is very important but also, some information about what the teacher/staff like and what they want to know about the child. No matter how easy transitions are for children, there has to be an element of communication and if the child feels a sense of belonging then they are more likely to feel settled when starting a new class, a new school or moving to a new home – obviously the above would be changed depending on the transition for the child/person.

The reason I am writing this blog is it’s the first day of a new class for my autistic daughter. She has anxiety and shows this by muting. After a whole year of working with her previous teacher, she has started a new class today with a new teacher who she knows nothing about. The ‘common’ transition for her is actually ‘uncommon’ because she has not had to change classroom before and she has not had to experience this change before. Today, has been a struggle and if this transition is unsupported, it could determine how she views school, education and transitions. 
If you are reading this blog and you work in education or supporting people through transitions, please consider the individual and their needs first before having an expectation that all children will go through the transition and therefore all children will get used to it.

Arranging an open space for parents / carers to talk about their children is massively important and often aids transitions for a child.  

Every transition is important and every transition needs to have a plan which supports the individual child, it should be discussed with parents/guardians with input from the child. Everyone should be aware of the support needed for the child going through the transition. When an unexpected transition happens it is not always easy to prepare and preempt a plan but by carefully managing expected transition.