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

The role of each member of the family is different as in a theatre play but the whole family may have concerns about the diagnosis of the autistic child or how they can help him/her. It is very helpful to speak with health professionals or other professionals who work with the child.

• The parents play a fundamental role in the transition process of their children; they often work closely with the professionals, either the teachers or other members of the school staff, in the individual plan for the child.

• Grandparents also show great resilience, unconditional love and support for their grandchildren with autism. They may also be able to help: giving social and emotional support; caring and spending special time with their grandchild and being a source of information and advocacy of the rights of autistic children in the community.

• Siblings play different roles according to their age and their relationship with brothers and sisters with autism.

They can be models or teachers playing as peer teachers or simply being brothers and sisters. 

Siblings are essential if they are attending the same school either the primary or the secondary school. If the brother/sister is a student in the secondary school he/she can be a support “bridge“ for the sibling with autism who is coming from the primary school.

• The extended family may also be concerned with the transition process. It’s important to have family discussion on that matter. An open and constructive approach can help the whole family to have a happier, a healthier and a stronger relationship.