Do you notice a change in behaviour in your autistic child, or autistic children you work with, when it comes to the end of an academic year?
I know I do…
As the final term approaches, everything shifts, routines break down, expectations rise, and the predictability that brings comfort starts to dissolve. It’s a time filled with change, both big and small, and for many autistic children, this can lead to significant emotional and behavioural responses.
Understanding Transitions: Horizontal and Vertical
Transitions aren’t just about moving from one school year to the next. They happen daily, such as switching activities, moving classrooms, and even adjusting to different foods or uniforms as the weather changes. These are known as horizontal transitions, and while they may seem small, they can feel enormous for autistic children. Then there are vertical transitions, the bigger life shifts, such as moving to a new year group, school, or meeting a new teacher.
As Nuske et al. (2019, cited in Parsons, 2023) highlight, these transitions-big or small-can lead to feelings of exclusion and frustration if not supported appropriately. Even something as seemingly simple as a new classroom layout or a change in lunchtime routine can cause a wave of distress.
Without proper planning and support, these transitions become overwhelming. As Parsons et al. (2023) note, even minor changes, such as a different food or a different classroom location, can cause an intense emotional response. And during this time in schools, change is everywhere.
The Burnout Behind the Behaviour
Let’s not forget that the final term is typically the longest. It’s packed with events: sports days, school trips, friends leaving, and the impending knowledge that soon, this teacher, this trusted adult, will no longer be “theirs”.
And that’s not even touching on the uncertainty of the new:
A new teacher.
A new classroom.
New classmates.
New expectations.
The pressure to mask all over again until it feels safe enough to drop it, if that time ever comes.
For many autistic children, masking is not a conscious choice; it’s a survival mechanism. But it’s also deeply exhausting. Transitions amplify this pressure, increasing the risk of burnout before the year even ends.
As Ward, Parsons, and Kovshoff (2024) explain, uncertainty and unfamiliarity are often at the heart of transition challenges for autistic children, as they can disrupt the sense of safety and routine many autistic children rely on.
It’s Not Bad Behaviour, It’s Communication
Take daily school transitions, like coming in from lunchtime play. For some autistic children, being outside in nature is calming, as it helps them regulate their emotions and nervous system. Being told to leave that space and shift gears suddenly can be overwhelming, regardless of how many reminders they’ve received.
Some children might run off, hide behind sheds or sandpits, or go completely silent and frozen. This isn’t bad behaviour, it’s a communication of struggle.
Parsons et al. (2021), in their study “Seeing is Believing”, captured the distress experienced by an autistic child transitioning from outdoor play back into the classroom. It was a powerful reminder: we must understand the “why” behind behaviour before reacting with the consequence.
When Everything Familiar Begins to Fade
The end of the academic year brings so many unknowns. Children often aren’t told exactly when their new teacher will be introduced or when classroom changes will occur, only that they will happen when they return to school. For many autistic children, this vague timeline creates unease.
They may not see the positives of what’s coming because they like things as they are now. And why wouldn’t they? The current routine, environment, and relationships have taken an entire year to feel safe and familiar.
Some children might eventually bond with their new teacher, but that doesn’t mean the transition won’t be distressing. Uncertainty alone can be overwhelming.
Give Them a Voice in Their Own Story
Too often, autistic children are left out of discussions and planning around their own transitions. Their capabilities and perspectives are often underestimated, viewed through a deficit lens that assumes they are “too hard to reach” (Franklin & Sloper, 2009; Parsons et al., 2022, cited in Ward, Parsons and Kovshoff, 2024).
However, autistic children have valuable insights into what works for them when we take the time to ask.
Crane et al. (2021, cited in Ward, Parsons and Kovshoff, 2024) emphasise how rarely autistic children are meaningfully included in decision-making. Yet involving them in the planning of their transition isn’t just respectful; it’s crucial to ensure that appropriate support is put in place for their individual needs.
Let them voice their concerns. Let them ask the questions that help them make sense of what’s happening. As Lewis et al. (2023) found, questioning is one of the key ways autistic children enhance their understanding of the world. Those questions should be encouraged, never judged.
One Size Does Not Fit All
Just because a child has previously transitioned well doesn’t mean they’ll do so again in the same way. Every year is different; every day is different.
Autistic children are incredibly different; a one-size-fits-all approach doesn’t work (Lewis et al., 2023).
Some days, they might manage a change with ease. Other days, that exact change might trigger a meltdown. Why? Maybe they didn’t sleep well, maybe their sensory sensitivity is heightened, maybe something completely unrelated is weighing on them.
That’s why flexibility, understanding and personalisation are key.
Practical Ideas That Can Make a Big Difference
When autistic children are involved in the process, they gain a sense of control over something that might otherwise feel chaotic and disempowering.
Together, you can develop strategies that genuinely help, such as:
- A transition book with pictures of the new teacher and classroom
- Visuals and social stories explaining what to expect
- Multiple visits to the new classroom and time with the new teacher
- Visual and interactive countdowns to the new school year
- Group photo of friends who’ll be in the same class
- Knowing where their belongings will go and where they will sit
Even something as simple as answering their questions honestly and clearly can make a world of difference.
Final Thoughts
If you’ve met one autistic child, you’ve met one autistic child. No transition plan will look the same for everyone.
However, by listening, involving, and planning alongside them, we can ensure that transitions, while still challenging, don’t have to feel impossible.
Let’s make space for their voices, validate their feelings, and do what we can to ensure that the end of the school year isn’t just a countdown to chaos, but a carefully supported bridge to what’s next.
If you found this post helpful, consider sharing it with others whom you think could benefit from reading it. Together, we can ensure autistic children are supported successfully throughout their end-of-year school transitions.
Always remember, whatever you’re going through right now, you’ve got this!
Chloe x
References
Lewis, K., Hamilton, L.G. and Vincent, J. (2023) ‘Exploring the experiences of autistic pupils through creative research methods: reflections on a participatory approach’, Infant and Child Development, 33(3), pp. 1-22. Available at: https://doi-org.libezproxy.open.ac.uk/10.1002/icd.2467 (Accessed: 23 June 2025).
Parsons, S., Ivil, K., Kovshoff, H. and Karakosta, E. (2021) ‘“Seeing is believing”: Exploring the perspectives of young autistic children through Digital Stories’, Journal of Early Childhood Research: ECR, 19(2), pp. 161–178. Available at: https://doi.org/10.1177/1476718X20951235 (Accessed: 23 June 2025)
Parsons, S., Kovshoff, H., Yuill, N., Glass, D., Holt, S., Ward, A., Barron, C. and Ward, R. (2023) ‘“Our Stories…”: Co-Constructing Digital Storytelling Methodologies for Supporting the Transitions of Autistic Children – Study Protocol’, International Journal of Qualitative Methods, 22. Available at: https://doi.org/10.1177/16094069221145286. (Accessed: 23 June 2025)
Ward, A., Parsons, S. and Kovshoff, H. (2024) ‘“I am Lil”: Enabling Autistic Voices in Transitions from School to Adult Life through the Co-Creation of a Digital Story’, Sociological Research Online, 29(3), pp. 783–788. Available at: https://doi.org/10.1177/13607804231186856. (Accessed: 23 June 2025)