The transition from primary to secondary school can be an exciting time for some children and anxiety-provoking for others. It can be a completely overwhelming experience for autistic children. The prospect of changing schools alongside the differences experienced in secondary school life can cause significant difficulties for children on the autism spectrum, who will need additional preparation, support and understanding to make their journey to secondary school manageable.
With planning and preparation, and joint working between parents, primary and secondary school staff, autistic children can be supported to enter secondary school life feeling safe and with more confidence.
What makes the transition to secondary school so difficult for autistic children?
In primary school, children typically remain in the same class with the same teacher and familiar peers for the majority of the school day. The environment provides a level of predictability and safety for an autistic pupil, and their communication differences, needs and difficulties are better understood by staff who are familiar with their individual strengths and difficulties. Secondary school brings a range of challenges for autistic pupils, including:
Overall change
Having spent 6 or 7 years in the same primary school, the prospect of moving to a different school can be extremely intimidating. Many autistic pupils rely on the predictability that familiar routines, places and people bring. Losing this familiarity and having to consider moving to a new environment is anxiety-provoking for autistic children
Daily changes and transitions
In secondary school, pupils will move between classrooms and will have different teachers for different subjects. This constant change and movement can be difficult for autistic children, because of the unfamiliarity and also having to switch tasks and focus so often throughout the day.
Sensory Overwhelm
Secondary schools are much larger than primary schools, and the increased volume of pupils brings about increased noise, hustle and bustle. This extra noise, along with the noise of bells and alarms, bright lights, classroom equipment and visually busy classrooms, can cause autistic pupils to become overwhelmed with sensory information. High levels of pupil movement at the start and end of the day, and on the change of lessons, can mean corridors are busy and noisy, with pupils bumping into each other. Lunchtimes can be extremely noisy and busy as pupils flock to queue for lunch, and in many schools, pupils can be faced with many people using or hanging around toilet blocks, making accessing these also difficult.
Increased social demands
On reaching secondary school, pupils are split from their primary class peers and mixed into classes with pupils from different schools. This in itself can cause increased social demands as autistic pupils get used to unfamiliar peers, and have to navigate getting to know new classmates. Also, at secondary school, the dynamics of social interaction become more complex and an autistic pupil may struggle with this level of social understanding, including understanding unwritten social rules, social hierarchy and increased use of figurative language, sarcasm and humour in interactions. Break times are no longer used for playing, and more time is spent chatting and interacting. Many autistic pupils begin to feel like they are on the periphery of social interaction and do not fit in. Masking and camouflaging behaviours may increase as a result; masking and camouflaging can cause emotional and mental health difficulties, exhaustion and even burnout.
Increased independence in learning and organisation
At secondary level, pupils are expected to be able to manage their timetable, remember books and equipment, complete homework and follow the school rules independently.
For many autistic pupils, difficulties with executive functioning mean that forward planning, organisation, prioritising tasks and managing time are very challenging.
Poor recognition and understanding of autism
Sadly, autism is still under recognised and often not understood. Staff in secondary school may not understand how to adapt communication or differentiate work appropriately for autistic pupils, putting them at a disadvantage when learning in the classroom. Pupils who mask or do not present as a ‘typical’ autistic pupil may not be identified as needing adaptations in the classroom.
Difficulties asking for help or reluctance to stand out means that autistic pupils do not let teachers know that they are struggling and often end up overwhelmed as a result.
Communication misunderstandings, such as taking things literally or correcting a fact shared by a teacher, can be misinterpreted as ‘rude’ or purposefully challenging.
Supporting an autistic pupil to transition successfully to secondary school
When it comes to supporting a smooth transition to secondary school for autistic pupils, preparation is key. Advanced planning and preparation can help prepare an autistic pupil for the change to secondary school and also prepare the secondary school to be able to appropriately accommodate an autistic pupil’s needs.
Schools have a legal duty to make reasonable adjustments for autistic pupils so that they are not at a disadvantage in comparison to their peers. Some strategies/adjustments that will help support the transition to secondary school include:
An up-to-date, meaningful personal profile
Sometimes referred to as a ‘pupil passport’ a personal profile of the child’s strengths, difficulties, communication needs, likes and dislikes can be helpful for unfamiliar staff to be able to understand and therefore support an autistic pupil. Prior to transition, the child, parents, and primary school staff can work together to ensure that the profile is accurate, up to date and most importantly meaningful. These documents can sometimes contain irrelevant information; it is important that key points that will help staff understand the child are included, and irrelevant information is omitted so that staff can quickly learn how to best meet the child’s needs.
Additional transition visits
It is usual for year 6 pupils to spend a day or two at their new secondary school before they start, so that they can familiarise themselves with the staff and school environment. Autistic pupils will benefit from additional transition visits so that they have increased opportunity to experience the new school environment before starting.
It is helpful for additional visits to be arranged outside of the typical school day and to be more informal. Allowing an autistic child the opportunity to explore the environment on their own terms, to be able to experience sitting in different seats in classrooms and walking corridors without the distraction of other pupils, can help them feel more in control and therefore comfortable with knowing the environment.
Make sure basic needs are accounted for
During the transition visits and preparation process, it is also important to consider how an autistic pupil will be able to meet their basic needs. If school toilets are busy at break and lunchtimes, they may need to be given access to an alternative toilet or be given a pass to be able to access the toilet at an alternative time. If the lunch hall is busy and chaotic, or sensory issues mean that the sounds and smells are too much, alternative arrangements for lunch and break will need to be made.
Access to a safe space
All autistic pupils should have access to a safe, quiet space when they feel overwhelmed. Whether this is the library or a dedicated well-being hub, this should be arranged before the child starts school and form part of the transition visits. The school should not wait for an issue to emerge to arrange this; it should be planned in advance. The pupils should be aware of where the space is and how they can access this. Staff should ensure that there is a simple and discreet way for pupils to leave lessons when needed. Many autistic pupils struggle to make their needs known and also do not want to ‘stand out’ in class. Therefore, they should not be expected to have to vocalise their difficulties or ask permission from a teacher to be able to move to a safe space. Resources such as a ‘Time Out’ card should be provided to empower the child to be able to seek support or a quiet space.
Check-ins with a familiar adult
Autistic pupils should be allocated a trusted familiar adult who they can approach when feeling overwhelmed, when they need help or advice or are struggling with any aspect of school life. They should be introduced to the staff member before starting school, and be helped to understand where and when they can access them. The allocated staff member should also actively seek out the pupil to check in with them, remembering that some autistic pupils may find it difficult to initiate contact with an adult on their own.
Provide visual supports
Prior to, and during the transition period, an autistic pupil will benefit from additional visual supports to help them prepare for the change. These could include receiving the timetable in advance and colour coding it, providing a map of the school and classrooms, and providing photographs of key staff.
Develop an autism friendly school
Autistic pupils can flourish in an environment that understands them, recognises and responds to needs and supports strengths. There are many ways in which school staff can increase their knowledge and understanding of autism, including accessing whole school training, self-development, or even just taking the time to talk to existing autistic pupils. Adapting communication, differentiating teaching, tweaking the environment and providing appropriate support can make a huge difference. Encouraging pupils to embrace diversity, along with this, helps to develop an inclusive education setting.
Prepare for a change in routine at home
Parents can help their child prepare for the change by considering the differences that will occur in terms of their child’s commute to school and rehearsing them ahead of the first day.
Buying the uniform early and washing it to soften it can help, as can encouraging your child to try on the uniform so that they become familiar with its feel.
Rehearsing the school journey will also help, especially if your child will be travelling on a bus and is not used to this. Travel training on a public bus can help them familiarise themselves with getting on and off a bus, finding a seat, and remembering to take their belongings with them.
Consider how your child will manage to eat in school; if offered an alternative space to the lunch hall, they may need a packed lunch. It might be worth sending a packed lunch ‘just in case’ for the first few days.
Set up a system at home to help your child to manage their timetable, pack books and equipment and complete homework. Set aside an area to store books and equipment and pin a copy of the timetable nearby. Set aside a time for homework, and encourage your child to review their timetable and pack their bag the night before, providing assistance where needed.
Allow ‘downtime’ after school, especially during the first few weeks. The social and environmental demands of school, in addition to the academic demands, can cause autistic children to be absolutely exhausted at the end of the school day. When they return from school, give them space to decompress and, if needed, allow them to rest. Save questions until they have recovered, and discuss whether taking a break from after-school commitments for a while might help.
Summary
The transition to secondary school can be a difficult experience for autistic children. With support from school staff and parents, advanced planning and some adjustments, the move from primary to secondary school can be made smoother and help the child to feel safe and confident.
