Supporting Children with SEN During School Transitions

Transitions — starting school, moving year groups, changing classes, or returning after holidays — can be hard for children and young people with additional needs. Clear information, predictable routines and a few practical tools can make those changes calmer and more successful.

Note: Work with your school’s SENCo and class team to agree simple adjustments and communication. This page offers general guidance only.

Who this can help

  • Children and young people who find changes in people, places or routines difficult
  • Those who are sensitive to busy corridors, uniform textures or lunchtime crowds
  • Families and schools planning first days, new teachers, new classrooms or phased returns

Quick wins

  • Preview, don’t surprise: photos of the classroom, teacher, cloakroom and toilets; a short visit if possible.
  • One-page profile: “What I like / What helps / What to avoid” — share with all adults.
  • Micro-routines: same steps for arrival, lining up, lunch and home time. Keep language short and consistent.
  • Plan for busy times: use quieter routes/times, a step-out card and a calm finish activity.
  • Small, steady changes: introduce one new thing at a time and praise each step.

Before the move (or return)

  • Ask for a photo booklet of key people and places; practise names and routes at home.
  • Agree a simple visual schedule for the first week (pictures or words). Keep a copy in the bag and on the desk.
  • Prepare a transition kit: quiet fidget, chew aid, a small visual card, and a timer.
  • Check uniform comfort (labels, seams, sock textures). If needed, plan tolerated alternatives with school.
  • Share any medical or sensory alerts (e.g., hand dryers, fire alarms, crowded spaces) and a calm exit plan.

The first week

  • Use a phased build-up if helpful (shorter day, then add blocks).
  • Keep arrivals and handovers brief and predictable; same words each day.
  • Offer a quiet check-in space on arrival (2–3 minutes) and after lunch.
  • Agree a help signal (card or gesture) the child can use without leaving their seat.

Daily transitions at school

  • Between lessons: leave 1–2 minutes early to avoid corridor crowds; seat near a calm peer or exit.
  • Assemblies/dining hall: plan seating, shorter duration and a quiet finish activity.
  • Unexpected changes: use “first–then” cards and a clear replacement plan (“no PE, then library time”).
  • Homework: send a short visual of the task; keep timing realistic; add a positive finish.

Tests & exams (brief)

  • Discuss reasonable adjustments early (quiet space, rest breaks, smaller room, a short movement break plan).
  • Practise the setup in advance so the room and routine feel familiar.

Products that can help

These match the items linked from this page and cover routine, regulation and travel.

Simple scripts you can use

  • Arrival: “Coat on hook → sit seat → first timetable → then hello song.”
  • Change of plan: “First no PE → then library. PE tomorrow.”
  • Help signal: “Show your card, we’ll pause. Breathe 5. Then choose: quiet table or finish later.”

Troubleshooting

  • Morning refusal: shrink the first step (to door, to car, to gate); keep a predictable reward on arrival.
  • Overwhelm at lunch: choose quieter sitting times, a calmer table and a short outside break.
  • Homework battles: reduce length, add a visual timer and offer two task choices with the same goal.

Funding & budgets

Need advice?

Email enquiries@fledglings.org.uk with age, key transitions (start, lunch, home time) and what helps so far. We’ll suggest options that fit your budget. We accept Purchase Orders. UK delivery from £4.99.

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Last reviewed: 13 September 2025