Author: Schools & Community Psychology Service

By Dr. Amy Couprie

Changes to this familiarity can bring about different feelings for different children, such as excitement, uncertainty, or fear. It is likely there will be a mix of emotions, possibly sadness at leaving primary school and excitement and/or fear at beginning secondary school.

A sense of security may be felt within some children knowing there will be some friends or peers attending the same school. These friendships may last but often children will make new friendships groups as they develop. Some common themes that arise from children who are transitioning to secondary schools are about:

How can Parents and Carers help?

Parents and Carers can play a key role along with schools to support their children with the transition to secondary school. Parents may benefit from a workshop on how they can help to prepare their child. Things they can do include:

• Visiting potential schools with their child and gaining their views. They will have the opportunity to speak with current students to ask informal questions. Attending open days provide children with the ability to familiarise themselves with new staff, the building, locating different departments and toilets.
• Planning the route and doing a few test runs so they become familiar with the route. It may be worth noting the stop if they are catching a bus or pointing out landmarks (e.g. take the road by the church on the corner). Apply for a free bus pass in advance if needed (as not all drivers will allow them on without one).
• Ensure the child has got their full P.E uniform by the time they begin, some schools also hold second hand uniform sales.
• Allow the child to take more responsibility for getting themselves up in the morning by setting an alarm, packing their own bag, getting their own breakfast. Many schools have electronic or cashless systems for school dinners, but it may be useful to practice buying their own food from a local café or shop in case they need to manage using cash.
• Parents can also be anxious about the transition to secondary school some of this may depend on whether their child has got into their preferred school. It’s important to set aside their own views and feelings as children will absorb these feelings. Its important they start school with a happy mindset.

Supporting children with Special Educational Needs/Disabilities

Children with SEND may need additional support with the transition to secondary school depending on the individual needs of the child. Things to consider may include:

• Sharing key information/ SEND support plans/ EHCPs with the SENDCo or inclusion – This will help the school to prepare arrangements such as preparation for placing additional staff or resources.
• Considering transport arrangements.
• Some children may require a phased entry where the child or young person goes for a few hours a day or some days during the week to begin with. Some schools provide activities over the summer prior to beginning to help with a phased entry.
• Create a Social Story to help them know what to expect in their new school.
• Some children may benefit from extra support with making friendships and so encouraging attending different fun activities or clubs the school may offer can help them to begin to feel more comfortable in different social environments and making new friendships. They may also benefit from role-playing different social situations.

By Dr. Mollie Higgins

In addition to the general risk factors for EBSA, autistic young people experience a number of differences which further increase their feelings of anxiety in the school environment.

• Differences in identifying and describing their own and others’ emotions
• Emotional regulation difficulties
• Differences in sensory processing and finding the sensory environment overwhelming e.g. loud corridors, different smells, busy classrooms
• Difficulties understanding and predicting social situations and managing interactions with others
• Worries around change or transitions e.g. moving between classrooms, changes to timetables, supply teachers
• Executive functioning and organisation difficulties – remembering books, homework, equipment
• Masking – try to ‘fit in’ or attempting to appear more neurotypical by changing their behaviour and internalising any anxiety
• Experiencing performance anxiety related to the schoolwork or exams
• Rigid or inflexible thinking about school

These challenges mean that some autistic students try and manage their anxiety by avoiding school altogether. When we avoid something, our anxiety immediately reduces, but it makes it more difficult to attend school in the future. An important way of supporting attendance is speaking with students directly to hear their views and opinions about what might reduce their anxiety and help them attend school.

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Ten autistic secondary-age students were asked to describe the best type of school and the worst type of school. This technique is known as The Ideal School and is based on Personal Construct Psychology. Five key themes were identified and the key points are summarised below:

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How can schools help?

The following ideas for adjustments were suggested by autistic young people. Which adjustments has your school already implemented? Which other adjustments could you make within your school?

Autonomy and student voice:

• Actively listen to students’ views, opinions and ideas
• Involve students in decisions that affect them e.g. the school uniform policy, style of lessons, individual vs group work, how school is decorated, the lunch menu, the subjects they take.
• Allow students some autonomy over their day e.g. use of an exit card or time in a separate space when students identify a need.
• Encourage an environment where students can speak freely and feel comfortable asking for help by promoting open discussions and responding to their ideas without judgment.
• Aim to reduce power imbalances between students and staff by valuing students’ input and ideas.
• Aim for fair and reasonable rules that take into consideration the views and needs of all students.

Adjustments to meet individual needs:

• Consider the purpose and amount of homework set for students.
• Create opportunities for breaks throughout the day including use of a separate calm room.
• Consider sending work home if a students is absent, without expectation for completion.
• Consider the appropriateness of detentions and other consequences on a case-by-case basis.
• Embed more creative, engaging, interactive lessons that actively involve students in their learning.
• Ensure key information is clearly explained using visuals.
• Check whether students have understood the task.

The school environment:

• Consider the sensory needs of students including reducing the noise level, allowing use of a separate space and allowing students to leave lessons earlier to access quieter corridors.
• Create opportunities for background music and adjustable lighting.
• Consider adaptations to the school uniform to meet sensory needs.
• Create separate calm rooms away from the classroom that are designed and decorated collaboratively with students.
• Consider increased access to green space e.g. lessons outside.
• Consider whether there are opportunities for students to have access to animals at school.
• Aim to create a bright, welcoming environment with students’ work on display.
• Where possible, provide access to facilities such as libraries, science laboratories and sporting activities.

Strong relationships:

• Prioritise a relational approach across the school.
• Ensure staff understand the value of positive relationships with students.
• Avoid shouting, raised voices, using sarcasm or publicly questioning absence in front of students.
• Ensure staff treat all students with respect and understanding.
• Create opportunities for students to spend time with peers e.g. at break and lunch time and in group work and discussions.
• Ensure lessons are tailored to students’ interests where possible, to increase motivation and their ability to support one another with learning.
• Facilitate conversations relating to difference to encourage tolerance and acceptance amongst students.
• Ensure clear and reasonable boundaries are maintained by staff.
• Avoid stereotyping, labelling or grouping autistic students together.
• Seek opportunities for staff to engage with training relating to SEN and ASC.

For further support with gathering pupil voice, making suitable person-centred adaptations, or individual support plans for increasing pupil attendance, please contact your link EP.