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

Understanding the key factors underlying a successful school transition – at the level of the child but also within the broader context of the family and school environments – is therefore of considerable importance, particularly for children who are at risk of negative transition experiences (Chung et al., 1998).

3.2.1. How primary and secondary school can help to create predictability and make a new school transition easier?

Primary School:

The primary school teachers and students will develop projects to aim the transition to the secondary school.

• Primary school teachers can take students to have lunch in the secondary school cafeteria / canteen or go to the library in order to familiarize them with the environment.

• Primary school teachers can write a social story about transitioning from primary to secondary school. Highlight the biggest differences and changes between the two schools to avoid anxiety in the children.

• Primary school teachers can adapt the primary environment to reflect changes at secondary school.

Secondary School:

• Organise a tour of the building and classrooms for the primary students and family.

• Provide a floor plan of the new school and label relevant rooms.

• Provide photos of relevant areas (e.g.: playground, classroom, canteen, library, etc.) and of the teachers and school staff that will be relevant / important to the student.

• Provide a checklist of school routines that the student will meet.

• Ensure that secondary school community will be aware of the strengths, needs and interests of the student.

• Prepare an information leaflet about the new school, containing the telephone number, the school history, schedules, teachers, lunch service and other important information.

• Organise a meeting addressed to parents/guardians so they will be aware of their important role in supporting transition.

• Give information to the families, about:

• main rights and duties of students and parents/guardians.

• their fundamental role in school path of students and attitudes that should be adopted throughout the year.

• school services.

• Measures that promote school success: 

• importance of good nutrition.

• hours of sleep according to the age of children.              

• daily dialogue about school life.

• time to study vs time to play.

• tasks and/or behaviour problems.

• check material for the next day.

Primary and secondary school together:

• Secondary school teachers and students can organize visits to the primary school to initiate personal contacts and to present the characteristics of the future school.

• Secondary school may invite primary school students and families to participate in school activities.

• Primary school teachers and students should visit the future school, with participation in some activities.

• Primary school students should participate in extra-curricular activities in the new school.

• Teachers can promote exchange of letters between students from both schools.

Family should be involved in the transition projects of the schools:

• Visit the school at least once with the child before they start.

• Create a book of photos and information provided by school (relevant school areas, teachers and school staff). This book can be handled before school starts.

• Plan a gradual transition for the start of school (e.g. a few hours per day).

• Plan several meetings to share information about school transition projects and all the activities linked with these projects.

3.2.2. What strategies can be used by all players to benefit the transition

Use visual supports: 

Visual supports can help the student to understand what will be happening with the transition and reinforce verbal communication. It is important to use clear language and give the student time to process what is said. These visual supports need to be similar in the different contexts of student’s life.

Familiarity with the new school environment and routines through visual supports can make a new school transition easier. 

It is a good measure to implement means of communication to help autistic student’s communication needs.

Establish an effective communication: 

Share information with all the school population about student’s needs, likes, dislikes, capabilities, difficulties.

Use social stories:

Social stories are short descriptions of a particular situation, event or activity, which includes specific information about what to expect in that situation and why. You could create a social story to help children to know what to expect in their new school.   

Prepare the current setting: 

The student current’s school shall organise individual or group work and include activities in the curriculum to facilitate the process.

Having a transition coordinator can help to prepare a transition plan, suggest strategies and coordinate all the intervenient.