Starting at a new school is an exciting and positive step, yet scary and intimidating at the same time. For some learners with additional needs, it feels even more daunting, and the stakes can seem higher as their previous school may not have been right for them and perhaps left them feeling discouraged.
In addition to typical challenges such as missing old friends and getting to grips with a different educational setting, learners with additional needs might experience harder-to-spot difficulties that overwhelm them, even if they are keen to change schools.
We recommend that parents have as many discussions with their child as possible about the move. This can cover what they like and will miss about their old school – and what they are looking forward to and want to benefit from at the new one. Talking about and arranging how to stay in touch with friends can help. There is always a sense of loss when leaving a school, even if it has been a less than happy place for a learner.
A useful practical step is for parents to reflect on what has gone well at the previous school and what support is currently in place, as well as how helpful this has been and what has been missing. We suggest reviewing individual-education or support plans created by the previous school, together with any professional reports, to form a picture of what support is being provided, how often, and what is potentially needed at the next school.
We also recommend that parents encourage the old and new schools to communicate ahead of the move. Ask the new school to create a transition plan with the current one that takes account of what the family and learner feel would be helpful, as well as what the existing setting is already doing. This would be designed so that the child or young person can adjust to the new school at their own pace. Ideally, this would involve one or even a series of visits ahead of starting.
Learners who experience challenges with navigating a new setting or physically getting around might benefit from extra support so they can locate the best routes to classes. And your child might need support when adjusting to any timetable changes. Might teachers or a teaching assistant help with planning?
Other factors to consider are how your child is able to access movement breaks or space to settle themselves, whom they would speak to if they are overwhelmed and whether they need extra help with starting projects and managing their workload. All these elements can be factored into the initial transition plan in order to address anxieties.
For learners who have difficulties with planning and executive function, break down what a morning routine or plan for getting ready and travelling to school looks like, including estimating and testing out how long each element takes. If possible, practise the morning routine and journey in advance.
Sometimes learners leave a school due to a traumatic experience such as bullying or a serious mental-health need. In this case, consider the impact of transitioning from working with a particular school-based counsellor or support person, and whether it is possible to build relationships with the new counsellor at the new school or an independent counsellor or mental-health supporter ahead of moving. It’s best practice to have any new mental-health support in place ahead of the transition.
What exactly your child needs will depend upon them. But parents often have a good sense of what is required, and we encourage them to trust their instincts and seek to work with both new and existing settings ahead of time to reduce anxiety for their child. This will hopefully ensure that the learner is in the best place possible to take advantage of new opportunities.
If you need help with managing the process or need advice about whether specialist support would be useful, please do contact our .