Transitions

Transitions are  commonly a challenge for learners who have difficulty with Regulation. This can apply to major transitions such as the start of a new term or a change of school. It may also apply to daily transitions such as moving between home and school, being taught by different teachers, moving between different parts of the school or the transition from one task to the next. A 'soft start' as a graded transition into school at the start of each day, is a good example of whole school practice in place in many of our schools. 

• • Notice, acknowledge and name what constitutes a transition for individual children/young people and provide them with opportunities to express associated feelings, hopes and fears (e.g. with their key adult)

• • Plan, prepare for and anticipate change as much as possible (acknowledging that this is not always possible)

• • Minimise change as much as possible - keep to familiar structures and routines

• • Decrease uncertainty by explicitly talking through and referring to a visual timetable that shows clearly what is happening at each stage of the day. Refer to what will happen before, during and after a transition

• • Set up and maintain as much as possible a clear and familiar daily routine

• • As far as it possible, give advance warning of any changes to routine and provide an explanation (e.g. a supply teacher will be visiting)

• • Keep as many things the same and as unchanged as possible

• • Some children/young people may need a planned toolbox of strategies at their disposal to support calm transitions e.g. transitioning through the corridor 5 minutes before the bell goes, entering the school at a quieter entrance, contact with a safe person or access to a sensory comforter.

• • Formalise and teach transition skills by using clear systems such as traffic lights,  a song signifier, a drum roll or visual timers (e.g. stop watches or sand timers)

• • Facilitate graded change for larger transitions e.g. visits, tours, handovers, creating a photobook or social story about new places, people and activities 

• • Find ways for the child/ young person to get involved and take some ownership e.g. taking photos of a new place or preparing a book "All about Me"