How Can Schools Ensure Continuity of Support During Transitions for Students with Autism? 

For students with autism, transitions between school years, classrooms, or teachers can be particularly stressful. These changes can disrupt routines and lead to anxiety if not handled carefully. Ensuring continuity of support is essential for smooth transitions, allowing students to feel secure, confident, and ready to thrive in new environments. 

According to the NICE guideline (CG128), successful transitions depend on a well-planned approach that maintains consistency across environments, ensuring that the support students receive in one setting is continued into the next. 

1. Start Early and Plan Ahead 

The DfE SEND Code of Practice (0–25 years) stresses the importance of early planning for transitions, particularly for students with additional needs like autism. Planning should begin well in advance, ideally at the start of the term or even earlier to allow families and school staff time to coordinate. 

Steps include: 

• Holding transition meetings between teachers, SENCOs, and parents. 

• Using visual schedules and social stories to explain what will happen and what is expected. 

• Introducing new staff members and classmates gradually before full changes occur. 

This proactive approach ensures students are well-prepared and reduces the stress of unexpected changes. 

2. Maintain Familiar Routines and Structures 

For many autistic students, routines provide a sense of security and control. The NHS National Autism Team recommends that schools ensure continuity in routines during transitions. This may include maintaining consistent: 

• Visual schedules and timeframes (e.g., regular break times, movement cues). 

• Staffing arrangements, so students work with familiar adults as much as possible during transitions. 

• Teaching methods and communication styles, including visual support and structured language. 

Maintaining as much continuity as possible helps ease the shift from one setting to another, making students feel more in control of their environment. 

3. Use Transition Passports and Individualised Plans 

A transition passport is a personalised document that includes key information about a student’s needs, strengths, triggers, and coping strategies. According to the RCSLT Autism Guidance (2025), a well-developed transition passport is a vital resource for ensuring that support continues seamlessly during transitions. 

Transition passports should include: 

• Key preferences and triggers (e.g., sensory sensitivities, preferred communication methods). 

• Successful strategies that have worked in previous settings (e.g., use of visual schedules, noise-reduction headphones). 

• Contact information for relevant professionals involved in the student’s care and support. 

This document helps ensure that everyone, from teachers to support staff, is aligned on how to support the student during their transition. 

4. Collaborate with Families and External Professionals 

The SEND Code of Practice and NHS policy guidance both highlight the importance of collaboration between families, schools, and external professionals. Families offer critical insights into a student’s strengths, needs, and effective strategies that can support successful transitions. 

Regular, open communication ensures: 

• Consistent approaches between home and school. 

• Shared goals for the student’s progress and emotional well-being. 

• Support from outside professionals such as speech and language therapists or occupational therapists. 

When schools and families work together, they create a unified front that helps autistic students feel supported in all settings. 

5. Provide Ongoing Support and Review 

Transitions do not end when students move to their new environment. NICE guidance (CG128) stresses the need for ongoing review and support. After a transition, schools should continue to monitor students’ progress and adapt strategies as needed. 

This includes: 

• Holding follow-up meetings with families to assess how the transition is going. 

• Offering emotional or behavioural support if the student is struggling. 

• Adjusting the transition plan based on the student’s feedback and new needs. 

Ongoing support ensures that students feel secure and are able to thrive in their new environment. 

Reassuring Insight for Parents and Educators 

Effective transitions require careful preparation, consistent support, and open communication. By ensuring continuity in routines, collaboration with families, and the use of personalised resources like transition passports, schools can provide the structure and stability autistic students need to succeed. 

If you’d like expert guidance to better understand your child’s educational progress and sensory needs, Autism Detect offers comprehensive autism assessments for both adults and children.