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School Transitions: What to Expect & How to Help
School Transitions: What to Expect & How to Help
Understanding what to expect during school transitions helps you support your child effectively. This guide covers the key developmental changes and offers practical tips for each major transition.
Kindergarten to Grade 1 Transition
Kindergarten to Grade 1 Transition
How your child is developing at this time:
Thinking Skills: Your child can focus for longer periods (20-30 minutes vs. 10-15 minutes at the beginning of kindergarten) and follow 2-3 step directions. They start understanding that letters and numbers have meaning and can sort objects by color, size, or shape. They begin to understand time concepts like "yesterday" and "tomorrow."
Emotions: Mixed feelings, like excitement about being a "big kid" but worry about new expectations, are normal. Some children experience separation anxiety, especially if they haven't been away from home much before. They also become more aware of how they're doing compared to other children
Behaviour: Children must learn to sit still for longer periods and follow more classroom rules. Self-control is still developing - they may call out answers or have trouble waiting their turn. Independence in self-care increases as they manage belongings and bathroom needs more consistently.
Social Skills: Friendships become more important. They move from playing side-by-side to playing together cooperatively. They start understanding social rules like taking turns and sharing.
School Changes: The biggest change is moving from play-based learning in kindergarten to more structured, desk-based learning in Grade 1. There is more formal reading instruction, longer periods of sitting still, and more classroom rules.
School Changes: The biggest change is moving from play-based learning in kindergarten to more structured, desk-based learning in Grade 1. There is more formal reading instruction, longer periods of sitting still, and more classroom rules.
Tips for Parents:
Tips for Parents:
Reading Together: Read daily and ask simple questions like "What happened first?" or "How do you think the character felt?"
Practice Skills: Count real objects, point out letters and numbers in daily life, give 2-3 step instructions at home.
Prepare for School: Practice "school behaviors" like sitting still during meals, walking quietly, and waiting for attention.
Support Emotions: Talk about both exciting and scary parts of Grade 1, create a special goodbye routine, validate their feelings.
Build Social Skills: Arrange playdates, practice phrases like "Can I have a turn?" and teach simple problem-solving.
Elementary to Middle School Transition
Elementary to Middle School Transition
How your child is developing at this time:
Thinking Skills: Abstract thinking develops which means they can think about ideas not right in front of them (e.g., understanding concepts like "kindness" or "honesty" and terms like "yesterday" and "tomorrow" as time concepts). Planning skills are developing but might be inconsistent. Academic demands increase significantly with multiple subjects, teachers, and assignments.
Emotions: Puberty begins, bringing hormonal changes that can cause challenges with mood (i.e., “big emotions”). Self-consciousness increases and they become very aware of their appearance and how others see them. Peer relationships become the main focus of their identity.
Behaviour: Boundary testing increases as they seek independence (i.e., they want more freedom and may argue with rules). They want to make their own decisions but may not always think through consequences.
Social Skills: Peer relationships become extremely important and complex, with closer friendships but also more social drama. Social groups and cliques often form. Peer conflict may increase during this transition.
School Changes: Instead of one teacher all day, students rotate between multiple teachers and classrooms. They have lockers to manage, hallways to navigate, and different expectations from each teacher.
Tips for Parents:
Organization: Introduce planners and folders, break large assignments into smaller parts, help develop study routines (e.g., having a quiet place to work and developing a consistent schedule).
Emotional Support: Maintain open communication, validate feelings (e.g., “It sounds like you're really worried about the test. That's normal, tests can feel scary”) while teaching coping strategies (e.g., “Let's think of some ways to help you feel more prepared.") and be patient with mood changes.
Independence: Balance supervision with increasing freedom (e.g., (let them walk to a friend's house but check in about arrival time), teach decision-making skills, and encourage self-advocacy.
Social Guidance: Listen without judgment to social concerns, help develop healthy friendships, and monitor social media use.
School Connection: Stay involved in school events, work with teachers about expectations, and provide counseling support if needed.
Middle to High School Transition
Middle to High School Transition
How your child is developing at this time:
Thinking Skills: Abstract thinking continues developing, allowing teens to think about complex ideas and philosophical questions (e.g., concepts like justice, freedom, or identity.) They can think about the future more realistically and begin considering how current choices affect long-term goals.
Emotions: Teens are figuring out who they are and what they believe in. They still have strong feelings that change as their bodies grow and develop. Some adolescents may feel more worried, sad or angry during this time. It's normal for them to feel somewhat stressed about their future.
Behaviour: Risk-taking behaviors often peak as teens seek new experiences and test boundaries. Independence in decision-making grows. Responsibility for academic success shifts more fully to them.
Social Skills: Romantic relationships may begin as teens develop crushes and start dating. Peer groups may shift as interests change. Social media becomes increasingly important for connection.
School Changes: High school classes are more challenging and students have more choices about what to study. They have more freedom during the day with study periods or free time. The work requires more effort and grades become more important.
Tips for Parents:
Academic Support: Support exploration of interests and career paths, encourage critical thinking, and help understand connection between current choices and future opportunities.
Identity & Emotions: Support them as they figure out who they are, watch for signs they're feeling very sad or worried often, and encourage healthy ways to handle stress.
Behaviour & Independence: Give them more freedom gradually, talk honestly about staying safe, and support their independence while keeping clear rules.
Relationships: Support healthy relationship development, monitor social media use appropriately, and help navigate changing friendships.
Future Planning: Help research post-secondary options and help them become independent learners (e.g., saying “Where could you look that up?" before giving them the answer).
High School to Post Secondary Transition
High School to Post Secondary Transition
How your child is developing at this time:
Thinking Skills: Abstract thinking approaches adult levels, allowing sophisticated problem-solving and critical thinking. Planning and decision-making abilities mature significantly. They begin focusing on their strengths and interests. Independence in learning develops.
Emotions: They have a clearer sense of who they are, though this keeps changing. It's normal for them to worry about their future as they make big decisions. They get better at managing their emotions. Being independent becomes very important to them.
Behaviour: They take on more responsibility for their own life choices. Managing their time and responsibilities becomes very important. They might take fewer risks than in earlier teen years. They become much more independent in taking care of themselves.
Social Skills: Dating relationships may become more serious and long-lasting and friendships become deeper. They learn how to interact professionally with employers and coworkers. They make more of their own social choices.
School Changes: Students work toward graduation requirements, take important tests and plan for after high school. They get to choose more of their classes and may do internships or work-study programs.
Tips for Parents:
Academic & Career: Support exploration of post-secondary options, encourage self-directed learning, and help understand strengths and interests through internships or job shadowing.
Emotional Growth: Support growing independence while remaining available for support, help develop healthy coping strategies, and validate concerns about the future.
Life Skills: Gradually transfer responsibilities before they leave home, teach practical skills like financial literacy (e.g., how to make a budget and how a credit card works) and time management, and encourage responsibility while providing a safety net.
Relationships & Community: Support developing adult relationships, help build professional networking skills, encourage community involvement, and respect their growing social independence.
Transition Planning: Work with guidance counselors for appropriate course planning, discuss post-secondary options early, and help create plans to achieve goals.
Supporting Children with Complex Needs Through Transitions
Supporting Children with Complex Needs Through Transitions
Children with Autism, ADHD, learning or intellectual disabilities, or other complex needs may experience school transitions differently than their peers. While the developmental changes described above still apply, these children often need extra time, more direct support, and carefully planned strategies to adjust successfully. Whether your child is moving from kindergarten to Grade 1 or transitioning to high school, the key is thoughtful preparation and ongoing support.
Visual Supports and Preparation:
Create a visual schedule showing the new daily routine with pictures or symbols
Take photos of the new school building, classroom, cafeteria with principal permission
Make a photo book of the new teacher, principal, office staff and especially the support staff your child will meet
Use simple stories that explain what to expect: "First I will hang up my backpack, then I will sit at my desk"
Create maps or diagrams showing how to get from class to class (especially important for middle and high school)
Practice and Rehearsal:
Visit a new school multiple times before it starts - walk the hallways, find the bathroom, practice opening lockers
Practice new routines at home: carrying a backpack, using a combination lock, following a schedule with timers
Rehearse social situations: asking for help, introducing yourself, asking to join a game
Role-play challenging scenarios: what to do if you get lost, how to ask for a bathroom break, what to do if you feel overwhelmed
Gradual Independence Building:
Let your child choose their own snack or put their backpack by the door
Help them learn to set their own alarm clock or remember to bring their lunch
Teach them to say "Can you help me?" or ask for help using their communication device
Give them choices: "Do you want to wear your red shirt or blue shirt?" or "Do you want to do reading first or math first?"
Managing Behavioural Challenges
It's typical for children with complex needs to show some challenging behaviours during transitions. These behaviours are often their way of communicating stress or confusion.
Common Transition Behaviours:
Increased meltdowns, crying, or refusing to go to school
Sleep problems or changes in eating
Returning to earlier behaviours (e.g., needing more help with self-care)
Increased anxiety, repetitive questions, or need for reassurance
Difficulty with changes in routine or unexpected events
Supporting Your Child:
Stay calm and patient: remember that challenging behaviour usually means your child is struggling, not being defiant
Keep home routines as predictable as possible while school routines are changing
Build in extra sensory breaks: quiet time, movement breaks, or calming activities
Use familiar comfort items: a special photo, fidget toy, or small object from home
Give extra time for processing: "In 5 minutes, we're going to leave for school" and use a visual timer
Celebrate small successes: "You remembered to hang up your backpack all by yourself!"
When to Seek Additional Help:
Behaviours persist for more than 6-8 weeks after the transition
Your child seems very distressed or their eating/sleeping is significantly affected
School reports that behaviours are interfering with learning or social relationships
You feel overwhelmed and need support strategies
It's completely natural for parents to feel worried about their child's transition, especially when their child has complex needs. Concerns about busing, new teachers, different programs, or changes in support are valid and important.
Common Parent Worries:
Will the new teacher understand my child's needs?
What if the bus ride is overwhelming or too long?
Will my child be able to handle the increased demands?
What if they lose the progress they've made?
How will I know if they're struggling if they can't tell me?
Connecting with Your New School:
Before school starts: Contact the principal to introduce yourself and your child.
Bring documents: If your child had a recent medical, psychological, speech and language or occupational/physiotherapy assessment, share it with the new teacher or school.
Share what works: Give the new teacher a simple one-page summary of what helps your child succeed (preferred seating, break signals, motivation strategies).
Tour the building: Ask for a quiet tour when there are fewer people around so your child can get familiar with the space.
Meet the support staff: Introduce your child to the educational assistants and other support people they'll work with.
Review and Update Your Child's IEP:
Discuss how your child's needs might change with the new environment
Update goals to reflect new grade-level expectations
Review accommodations - some may need to change (like more independence supports for older students)
Ensure all staff working with your child understand the plan
Questions to Ask:
How will you help my child adjust to the new routine?
What supports are in place if my child becomes overwhelmed?
How will we communicate about my child's daily experience?
What's the plan if my child struggles with the transition?
Who should I contact if I have concerns?
Ongoing Communication:
Use a communication book or app to share daily information
Be specific about what information you need: "How did lunch go?" rather than "How was their day?"
Share successes from home that might help at school
Remember: Every Child is Different
While these strategies are based on research and best practices, every child with complex needs is unique. What works for one child may not work for another. Trust your knowledge of your child, stay flexible with strategies, and don't hesitate to ask for help from school staff, therapists, or other professionals. Transitions take time, and with the right support, most children do adjust successfully to their new environments. Also know that there is a psychological service provider, speech language pathologist and social worker at every school (occupational and physiotherapists are attached to some programs) to support you and your child.
For more information, please check out the following links:
Planning for Life After High School (Complex Needs Learners)
Resources
Resources
KG to Grade 1 Handout
Elementary to Middle Handout
Middle to High School Handout
Secondary to Postsecondary Handout
Transition Handout for Complex Needs
References:
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