How can I help a child with autism tolerate routine changes at school?

PostedDecember 10, 2025

UpdatedDecember 10, 2025

ByMy Patient Advice

Author: Beatrice Holloway, MSc | Reviewed by: Dr. Rebecca Fernandez, MBBS

Managing autism and routine change in school involves patience, structure, and small, steady steps. Many autistic children find comfort in routines, and even minor changes can feel overwhelming. Still, with the right strategies, autism and routine change can be approached in ways that build flexibility without creating distress.

Begin by preparing the child for any changes in advance. Use visual schedules, countdowns, or social stories to explain what’s coming. These tools reduce anxiety and support coping with transitions in autism by making new situations feel more predictable.

Start with very small changes such as adjusting the order of classroom tasks while keeping the rest of the day consistent. Gradual exposure helps the child build trust that changes don’t mean chaos. Reinforce success with praise or comfort activities that feel familiar.

Signs of Positive Progress

Watch for these behaviours that show growing adaptability in the face of change:

Lower distress

Fewer meltdowns or shutdowns when routines shift slightly.

Improved flexibility

Willingness to try new sequences or accept modified plans.

Emotional recovery

Quicker calm-downs after something unexpected happens.

Engagement and questions

Curiosity about changes rather than fear or avoidance.

These steps can support long-term resilience. If your child continues to struggle, consider seeking help with supporting an autistic child in school from professionals trained in classroom-based interventions. Long-term insistence on sameness and its solutions often require personalised strategies tailored to each learner’s profile.

Visit providers like Autism Detect for personal consultations and educational support.

For a deeper dive into the science, diagnosis, and full treatment landscape, read our complete guide to Insistence on Sameness.

Beatrice Holloway, MSc

Author

Beatrice Holloway is a clinical psychologist with a Master’s in Clinical Psychology and a BS in Applied Psychology. She specialises in CBT, psychological testing, and applied behaviour therapy, working with children with autism spectrum disorder (ASD), developmental delays, and learning disabilities, as well as adults with bipolar disorder, schizophrenia, anxiety, OCD, and substance use disorders. Holloway creates personalised treatment plans to support emotional regulation, social skills, and academic progress in children, and delivers evidence-based therapy to improve mental health and well-being across all ages.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the author's privacy.

Dr. Rebecca Fernandez, MBBS

Reviewer

Dr. Rebecca Fernandez is a UK-trained physician with an MBBS and experience in general surgery, cardiology, internal medicine, gynecology, intensive care, and emergency medicine. She has managed critically ill patients, stabilised acute trauma cases, and provided comprehensive inpatient and outpatient care. In psychiatry, Dr. Fernandez has worked with psychotic, mood, anxiety, and substance use disorders, applying evidence-based approaches such as CBT, ACT, and mindfulness-based therapies. Her skills span patient assessment, treatment planning, and the integration of digital health solutions to support mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the reviewer's privacy.