Starting Primary 1 is a huge milestone for any child, but for autistic children the move from nursery or Early Learning and Childcare (ELC) into school can bring some additional challenges.
A new environment, unfamiliar adults, different routines, busy playgrounds and noisy lunch halls can all take time to adjust to.
The Autism Toolbox, which supports the inclusion of autistic learners in Scottish education, provides practical advice for families and schools to help make the transition into Primary 1 as positive as possible.
Start preparing early
One of the most important messages is to begin transition planning early.
Parents and carers know their children best, so communication between families, nursery staff and the new primary school can help everyone understand what a child enjoys, what they find difficult and what strategies already work well for them.
Visits to the new school before starting P1 can also help children become more familiar with their new surroundings and the adults they will meet.
Make new routines predictable
Starting school introduces lots of routines that may be completely new to a child.
These could include:
- where to put their coat and school bag
- where to sit in the classroom
- going to the toilet
- lunchtime routines
- going outside at playtime
- PE and assemblies
- packing their belongings at the end of the day.
Visual timetables can be particularly helpful in showing children what will happen and in what order.
Families may also benefit from having a copy of the school’s visual timetable at home so they can talk through the school day together.
Don’t overlook the little things
Something that seems relatively small to an adult can become a significant source of anxiety or discomfort for an autistic child.
Even the labels inside a new school uniform can cause sensory discomfort. The Autism Toolbox suggests discussing this with parents and, where appropriate, removing or stitching down irritating labels.
Changes such as non-uniform days, fancy dress events, visitors to school and unexpected changes in staffing can also require some additional preparation.
Lunchtime and playtime can feel overwhelming
A busy school dining hall can be very different from eating lunch at nursery or at home.
The combination of large numbers of children, movement and noise may be overwhelming for some autistic pupils.
Possible supports include using visual timetables, introducing a buddy system or identifying a quieter area where a child can eat.
Playgrounds can present similar challenges.
Schools can help by making sure children understand what they can do at playtime, providing support from a familiar adult where necessary and introducing simple playground games in advance.
Preparing for PE and assemblies
The gym hall can also be an unfamiliar sensory environment.
Short visits before taking part in a full PE lesson can help children become familiar with the space, while visual supports can explain what is going to happen.
The same approach can be taken with assemblies.
If attending a full assembly causes significant anxiety or distress, the guidance suggests gradually building up the experience rather than expecting a child to manage everything immediately.
Children may be exhausted after school
Parents might find their child appears to cope well during the school day but becomes upset or overwhelmed when they get home.
The Autism Toolbox highlights that an autistic child may have worked extremely hard to manage the demands of school and can consequently be very tired and find regulating their emotions more difficult at home.
Planned breaks during the school day and good communication between home and school can help.
A home-school diary, short emails or another simple agreed method of communication can allow parents and teachers to share information without creating another complicated routine.
Helping autistic children make friends
Starting school is also about making new friendships.
The guidance encourages schools to help all children understand that everyone is different and to create opportunities for friendships to develop.
Where appropriate, parents and the child should be involved in discussions about how autism is talked about with classmates.
Preparation can make a big difference
There isn’t one transition plan that will work for every autistic child.
The important thing is for families, early years practitioners and school staff to work together and consider the individual child’s communication, sensory needs, routines, interests and anxieties.
Preparing children for what school will look, sound and feel like can make an unfamiliar environment much more predictable.
And when problems do arise after starting P1, keeping communication open between home and school can help everyone understand what’s happening and find the right support.
The Autism Toolbox has further advice and practical resources for families and education professionals supporting autistic children through transitions in Scottish schools.
