Supporting Successful Transitions for Neurodiverse Students: A Practical Guide for Term 4 and the Start of the New Year

Tracey McAllister
7 days ago
3 min read

Preparing for the new school year. — Prepare the students for a new school year

Transitions can be exciting and challenging for neurodiverse learners and for the teachers supporting them. New teachers, new routines, new expectations… can create uncertainty. For some students, the shift can spark worry or uncertainty. But with early planning, strong collaboration and consistent support, we can turn this period into a smooth, positive launchpad.

When we get transition right, our students finish the year feeling settled, enter the next with confidence, and maintain the relationships and routines that help them thrive.

Why Focus on Transitions?

Neurodiverse students (including those with autism, ADHD, dyslexia, dyspraxia, or anxiety) thrive on structure, predictability, and routine. When these shift suddenly, stress and uncertainty can rise.

Thoughtful, well planned transitions help students stay regulated, and build a stronger sense of belonging.

By keeping consistent approaches across Term 4 and into Term 1, we protect the progress students have made and support their emotional wellbeing as they move into a new learning environment.

Term 4 - Laying the Foundations

A NEW EdUThrive resource — EdUThrive's new resource to help teachers plan for transitions

1. Plan Ahead

Begin transition planning by mid-Term 4.
Schedule a transition meeting with current and incoming teachers, education assistants, learning support staff, and families.
Review IEPs or student profiles and summarise what strategies have worked well.
Confirm reasonable adjustments will continue next year (sensory tools, quiet spaces, assistive tech, flexible seating).

2. Prepare the Students

Introduce next year’s changes gradually and positively.
Create a 'Transition Book' or visual story showing photos of the new classroom, teacher, peers, and key areas.
Offer short visits or walk-throughs of the new environment.
Highlight what will stay the same (friends, uniform, routines) to maintain a sense of stability.
Support reflection: “What am I proud of from this year?” / “What am I looking forward to next year?”

3. Communicate and Collaborate

Involve families early by gathering their insights on triggers, motivators, and successful supports.
Share a 'Transition Summary Sheet' with the new teacher (student interests, strengths, sensory needs, regulation strategies).
Empower student voice by asking what helps them feel safe and ready to learn.

4. Maintain Predictability

Keep end of year routines as consistent as possible.
Provide countdowns to major events (assemblies, concerts, excursions).
Offer quiet recovery spaces when sensory or emotional overload occurs.

5. Celebrate and Reflect

End the year on a positive note: celebrate achievements and growth.
Reinforce self-confidence and resilience: “You did it this year and you can do it again next year.”

New School Year - Supporting a Calm and Confident Start

1. Reconnect and Re-establish Routines

Review the 'Transition Book' or visual supports from Term 4.
Revisit coping strategies and classroom expectations explicitly.
Offer orientation time before the full class starts if possible.
Provide visual schedules and consistent structure from Day 1.

2. Build Relationships

Begin with connection before correction - prioritise rapport and trust.
Schedule short check-ins to gauge how students are feeling.
Introduce a buddy system for unstructured times (recess, transitions).

3. Support Regulation

Provide movement breaks and sensory-friendly options.
Keep language clear and predictable; give advance notice of changes.
Allow extra processing time and positive reinforcement for effort and participation.

4. Review and Adjust