What Strategies Can Be Used to Prepare Students with Autism for Transitions? 

For many students with autism, transitions whether small daily changes or major milestones can feel unpredictable and overwhelming. Moving between tasks, classrooms, teachers, or schools can trigger anxiety, sensory stress, and emotional fatigue. But with preparation, structure, and collaboration, educators and families can make transitions smoother and more supportive. 

According to the NICE guideline (CG128), early, consistent planning reduces distress and supports autistic students’ sense of control and safety during transitions. 

1. Start Early and Plan Predictably 

Predictability reduces anxiety. The DfE SEND Code of Practice (0–25 years) emphasises that schools must anticipate and plan for transitions as part of inclusive provision, not treat them as last-minute adjustments. 

Practical steps include: 

• Introducing changes gradually, for example, short visits to new classrooms or meeting next year’s teacher before the end of term. 

• Using visual timetables or calendars to show when and what will change. 

• Sharing social stories or photo books about new people, routines, or spaces. 

Early planning gives students time to process change cognitively and emotionally, helping to build confidence and predictability. 

2. Use Visual and Sensory Supports 

Visual tools can bridge the gap between what’s abstract and what’s concrete. The Royal College of Speech and Language Therapists (RCSLT) Autism Guidance (2025) recommends using structured, visual supports to explain upcoming transitions clearly. 

Effective tools include: 

• Transition cards showing the sequence of events. 

• Visual countdowns (“3 days until new teacher”). 

• First-Then boards that outline what will happen now and next. 

• Sensory maps that describe what to expect in the new environment (e.g., lighting, sounds, smells). 

For students with sensory sensitivities, predictability about sensory experiences such as knowing when assemblies or fire drills occur can significantly reduce distress. 

3. Prioritise Communication and Reassurance 

Clear, literal, and consistent communication helps autistic students prepare emotionally. Educators should avoid vague phrases like “soon” or “later” and instead use specific timeframes and visuals. 

The DfE’s Whole School SEND programme encourages schools to embed communication-friendly practices across all transitions. For example: 

• Offering pre-transition Q&A sessions with new teachers. 

• Providing scripts or role-plays that model what to expect. 

• Allowing students to express concerns through drawings, lists, or AAC tools. 

These strategies promote a sense of safety and belong to crucial foundations for successful transitions. 

4. Maintain Familiarity and Continuity 

Continuity supports emotional regulation. The NHS England National Autism Team encourages schools to maintain familiar relationships and routines wherever possible. 

Practical approaches include: 

• Involving familiar staff during introductions to new environments. 

• Keeping consistent visual supports, such as symbols or daily structures. 

• Using the same communication tools (like visual prompts or PECS) across old and new classrooms. 

When consistency is maintained, transitions feel less like disruption and more like progression. 

5. Collaborate with Families and Professionals 

Parents and carers often hold the key to understanding what works best for each child. The SEND Code of Practice and NICE guidance both highlight the importance of co-producing transition plans with families. 

Joint planning meetings should include: 

• Parents, SENCOs, teachers, and support staff. 

• Discussions of sensory triggers, coping strategies, and motivators. 

• Shared “transition passports” short documents that summarise the student’s needs, strengths, and preferences. 

Collaboration ensures continuity between home and school, reducing stress for everyone involved. 

6. Build Emotional Regulation into the Process 

Transitions can activate heightened emotional and sensory responses. The NHS policy guidance encourages embedding emotional regulation strategies within transition planning. 

Examples include: 

• Scheduling calming breaks during busy transition days. 

• Using emotion charts or zones of regulation tools. 

• Providing access to quiet spaces before and after significant changes. 

These techniques empower students to manage emotions independently over time, building resilience and confidence. 

7. Support Major Life Transitions 

Major changes such as moving from primary to secondary school, or from school to college require structured preparation and inter-agency collaboration. The PINS initiative a national NHS and Department for Education collaboration promotes early transition frameworks involving multi-professional input from education, health, and family services. 

This joined-up approach ensures that autistic students are not just moved between settings but supported across them academically, emotionally, and socially. 

Reassuring Insight for Parents and Educators 

Transitions can be challenging, but with understanding, preparation, and partnership, they can also become moments of growth. By planning early, maintaining consistency, and focusing on communication and regulation, educators can help autistic students feel secure and capable through every change. 

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.