05 MARCH 2026
Transitions are a normal part of early childhood, but they can be challenging for children, particularly those with Special Educational Needs and Disabilities (SEND). Children may experience many types of transitions, including settling into an early year setting for the first time, leaving the house for daily activities, changes in daily routines, moving between rooms or age groups, and transitioning from nursery or preschool to school. With thoughtful preparation and the right support, these transitions can be smoother and less disruptive.
4 minute read
For all children, transitions can feel unsettling. Neurodivergent children, however, may experience heightened anxiety or dysregulation during these times. Supporting children effectively often revolves around preparation, predictability, and reassurance.
Practical strategies for everyday transitions
Give advance warnings. Preparing children for upcoming changes helps them manage anxiety. Techniques include:
- Using a five-minute sand timer
- Providing countdowns before leaving or changing activities
These warnings allow children to mentally prepare for the transition.
Visual prompts
Visual supports help children understand routines and anticipate what happens next. Examples include:
- “Now and Next” boards
- Photos of home or nursery
- Simple visual timetables
Visual cues reduce uncertainty and make transitions more predictable.
Use objects of reference
Objects can represent upcoming activities, providing tangible cues:
- Toy keys to signal a car journey
- A lunchbox to indicate mealtime
- A coat to show it’s time to leave the house
Create photo timetables
A photographic timetable or lanyard showing each step of a journey can help children visualise routines. For example:
- Put on shoes
- Get in the car
- Arrive at nursery
- Say goodbye
This creates predictability and reduces stress.
Transitional objects
Familiar objects, such as a small teddy or comfort item, can provide continuity between environments, offering reassurance and emotional support.
Prepare with social stories
Social stories and photo books help children understand new experiences. They can introduce upcoming visits, people, or settings, helping children become familiar before the event.
Supporting children during dysregulation
Even with preparation, transitions can sometimes lead to emotional dysregulation. To help children self-regulate, simple breathing exercises can be both playful and calming. One method involves tracing each finger with a finger from the other hand while inhaling and exhaling along the movement. Another approach is to hold up three fingers like candles and encourage the child to blow each one out, lowering a finger each time they blow.
Use distraction
Shifting attention can help children refocus. Offer a motivating toy or draw attention to something interesting in the environment. Ground children by naming items they can see or smell, redirecting attention and calming the nervous system.
Create a calm box
A calm box contains 3–5 items tailored to a child’s interests, such as sensory toys, soft textures, or favourite small objects. These support self-regulation during dysregulation.
Sensory and weighted items
Weighted blankets, sensory fidgets, or weighted toys can provide comfort and a sense of security, helping children feel safe.
Working in partnership with your child’s setting
Strong communication between families and educational settings is essential. Parents should:
- Share concerns and strategies that work at home
- Collaborate on transition plans
Consistency between home and school, using visual prompts, objects of reference, and symbols, makes routines more predictable for children.
Funding and support
If your child receives Disability Living Allowance (DLA), inform the setting and provide a confirmation letter. This enables the setting to apply for Disability Access Fund (DAF) funding, which can support:
- Sensory resources
- Regulation tools
- Accessibility equipment, e.g., ramps
These adjustments ensure children’s individual needs are met.
Settling into new rooms or settings
Some children need extra time to settle. Early years providers usually have settling-in policies, but these should be flexible. Parents can:
- Ask about and discuss policies
- Build a relationship with the child’s key person
- Maintain open communication during settling
The goal is to ensure children feel safe, supported, and happy in new environments.
Preparing for the transition to school
Transitioning to school is a significant change. Preparation should begin early, ideally in the autumn term of the preschool year. Parents should monitor deadlines from their local authority, as missing them may result in automatic school allocation.
Transition planning with schools
Once a school is named, transitions should include:
Transition meetings
- SEN reviews
- School visits
- Sharing information between settings
Maintaining open communication ensures everyone works together to support the child in settling successfully.