Supporting Autistic Students With Transitions

Have you ever considered how a simple change in routine might feel to an autistic person? For many autistic people, transitions, whether small or large, can present significant challenges and often lead to heightened anxiety and distress. This article aims to explain why these changes can be so difficult and to offer practical strategies for parents, carers, educators, and employers to support autistic people through various types of transitions.

Understanding Why Transitions Are Challenging

Why do transitions cause such a strong reaction for autistic people? Autistic people often thrive on predictability and routine. A structured environment provides a sense of safety and control, helping to minimise anxiety and sensory overload. When a routine is disrupted, or an unexpected change occurs, it can feel as though their sense of order and stability has been completely upended, leading to chaos and distress.

Consider a child's school day. For many, a sudden change, like an unexpected fire drill or a substitute teacher, might be a minor inconvenience. However, for an autistic child who relies on a predictable schedule, such a change can trigger intense anxiety, leading to a meltdown or withdrawal. This is because their brain has to work much harder to process the unexpected information and adapt to the new situation.

Practical Strategies for Supporting Transitions

So, what can we do to make transitions smoother and less distressing for autistic people? A proactive and thoughtful approach can make a significant difference. Let's take a look at the main strategies you can employ to help autistic students.

Providing Clear and Timely Information

Do people always receive enough information before a change occurs? One of the most effective strategies is to provide clear, direct, and timely information about upcoming transitions.

• Advance Notice

  Give as much notice as possible about any changes to routines, schedules, or environments. For example, if a family holiday is planned, start talking about it weeks or even months in advance, gradually introducing the idea. For a new job, provide a detailed induction schedule before the start date.

• Be Specific and Literal

  Avoid vague language or assumptions about understanding. Clearly explain what will happen, when, where, and who will be involved. For instance, instead of saying, "We're going to the doctor later", say, "At 2:30 PM, we will leave the house and go to the GP surgery. Dr. Smith will check your ears, and we will be home by 3:30 PM".

Using Visual Supports

Are visual aids routinely used to help explain changes? Many autistic people are visual thinkers and learners, making visual supports incredibly effective for understanding and preparing for transitions.

• Visual Timetables and Schedules

  Create daily or weekly visual timetables using pictures, symbols, or written words to show the sequence of events. These can be adapted for any age or setting. For example, a student transitioning between lessons could have a mini visual schedule on their desk showing "Maths, then Break, then English".

• Social Stories and Comic Strip Conversations

  Develop social stories or comic strip conversations to explain new or challenging situations, social expectations, and why things will happen. These short narratives can help autistic people understand what to expect and how to respond appropriately. For instance, a social story could describe a first visit to a new dentist, outlining each step of the appointment.

• Photographs and Videos

  Use photos or videos of new places, people, or activities to familiarise the person before they experience it in real life. For example, showing a child pictures of their new classroom and teacher, or a new employee a video tour of their workplace.

Breaking Down Transitions into Smaller Steps

Can a large change be made to feel less daunting? Big transitions can feel overwhelming. Breaking them down into smaller, manageable steps makes the process less intimidating and more achievable.

• Sequential Steps

  Outline each step of the transition clearly. For example, moving house could involve: "Packing one box of books", "Visiting the new house with family", "Packing clothes", "Sleeping one night at the new house", "Moving the bed". Each completed step offers a sense of accomplishment.

• Checklists

  Provide checklists for each step to help the person track their progress and feel a sense of control.

Practising Parts of the New Routine

Is it possible to rehearse the new experience in a safe setting? Practising elements of a new routine or visiting new places in advance can significantly reduce anxiety and increase comfort.

• Role-Playing

  Use role-playing to practise social interactions or new routines. For example, a parent could role-play a conversation with a new teacher, or an employer could role-play a typical meeting scenario.

• Advance Visits

  Arrange visits to new places before the actual transition. This could involve visiting a new school during holidays, walking the route to a new job, or spending short periods in a new home before moving in.

Maintaining Familiarity and Comfort

Can familiar elements provide a sense of stability during change? Where possible, maintain familiar comfort items, routines, or people to provide a sense of security amidst change.

• Comfort Items

  Ensure access to preferred comfort items, such as a favourite blanket, fidget toy, or soft toy, during transitions.

• Familiar Routines

  Preserve as many familiar routines as possible, even if small adjustments are needed. For example, keeping bedtime routines consistent during a house move.

• Trusted People

  Ensure trusted adults are present during significant transitions to provide reassurance and support.

Moving Forward Together

Supporting autistic people through transitions is a continuous process that requires empathy, planning, and flexibility. This not only improves their immediate well-being but also makes for an environment where they can thrive, learn, and fully participate in all aspects of life.

By understanding why changes can be challenging and implementing these practical strategies, we can all help autistic students navigate transitions with greater confidence and less distress.