Prevention of absenteeism and school failure in students with ASD: Improving the transition from primary to secondary school

Children’s happiness is of paramount importance to their parents. This is one of the reasons they are always concerned about their needs and expectations in the transition from the primary to secondary school. 

There are several studies that considerer the different needs and expectations towards the new school from the different points of view of the student with autism, the family, the teachers and the other students. 

According to the family the inclusion process should begin early, during the primary school last year’s so the student may have access to a comprehensive package of transition support. This will reduce the uncertainty about the new school and minimise the children’s anxiety. 

It is important for the family to balance the priorities of social inclusion versus academic achievement in order to help the social and emotional difficulties of the children when attending secondary school. Above all they must fit in, “be part of the real world” and keep pace with their peers, even though sometimes this might not be possible. The expectation that an academically able child with ASD can cope in school is not always fulfilled, since features of the condition can interfere with learning (Humphrey & Lewis, 2008).

Parents and schools have differing perceptions of the role of the school in the transition process. In some cases, parents wish to have specialist support for their child in a non-specialist environment. This situation can create problems in the parent-teacher relationship due to the parents’ frustration when the expectations for their child are unmet.

Parental anxiety arose from two different aspects of the transition process overall. Firstly, parents experienced anxiety that their child would be unhappy at their new school and secondly, that the transition would not progress smoothly.

There are some alternative methods that may foster the progress, such as written information, photos and videos. However, some schools lack the resources and staff training required to accommodate their students ‘needs.

Discussion with parents and careers determine the special materials / resources that may be created for the children with autism.

It is important to share and discuss with autistic students in a way which is appropriate to their developmental level, why they are moving to a new school. Even if they may not understand or appreciate the reasons for a change of school, they will like the positive aspects of attending a different school.

Starting a new school is stressful for anyone, but careful preparation is the key to success. Creating predictability about the school day will reduce anxiety and fear.

There will be new challenges to face in a new school, but a solid support system and appropriate coping strategies will make easier the transition.