How do school transitions (e.g. changing classrooms or schools) affect insistence on sameness?

PostedDecember 10, 2025

UpdatedDecember 10, 2025

ByMy Patient Advice

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

For many autistic students, autism and school transitions go hand in hand with increased anxiety and behavioural challenges. Whether it’s moving to a new classroom or transferring schools entirely, autism and school transitions often disrupt the routines that provide emotional security, making change particularly difficult to process.

Transitions affect more than just logistics; they challenge the core coping strategies many autistic learners rely on. For a child used to specific routines, new faces, settings, or rules can feel chaotic. Without preparation and support, these shifts can lead to heightened insistence on sameness challenges, such as distress, avoidance, or refusal to participate.

In some cases, changing schools in autism brings on regressions in communication or behaviour. Familiar rituals may become more rigid, or students might cling to routines that give a sense of control. With proactive planning and consistency across settings, these transitions can be made smoother.

How Transitions Can Trigger Sameness Needs

When routines are disrupted by classroom or school changes, these signs may emerge:

Increased emotional distress

Crying, withdrawal, or outbursts during drop-off or classroom transitions.

Fixation on past routines

Frequently talking about or trying to recreate old classroom habits.

Resistance to new settings

Refusing to enter new rooms or engage with new peers or staff.

Heightened rigidity

Needing things done a specific way more than before the change.

Thoughtful classrooms change and autism support strategies can help ease the process.

Visit providers like Autism Detect for personal consultations tailored to transitional planning.

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.