Autism Back-to-School Tips: Essential Transition Strategies

A woman on the autism spectrum shares back-to-school tips.

Hi, my name is Leanne, and I am a woman who happens to be on the autism spectrum. Most adults know how difficult the back-to-school transition can be. We went through it every year when we were kids, and now some of us have to go through it every year with our own children.

Back-to-school time can be even harder to deal with when you add autism spectrum disorders or other challenges to the mix, because children on the spectrum often have difficulty with transitions, social situations, or academics. Here are some tips for how to make the back-to-school transition easier for ALL children in your household.

Advance prep for the first day of school

Mark the first day of school on a calendar and show it to ALL children in your household. This might help them be better prepared for the upcoming change. You can write or type something like “Kyle’s first day of school,” “first day of school for Anderson Elementary,” or “first day of school for Willow Creek Middle School.” Make sure to do this in advance so that the children in your home can mentally prepare themselves, but not so early that they will get nervous.

Meet and greet

Set up a day to take the child to their school to meet with their teacher(s) and the other adults who will be part of their educational team for that year. The school might have an orientation or “meet the teacher” day or week, and if they do, then go.

If the school does not have an orientation or “meet the teacher” day, or if you would simply feel more comfortable meeting with their teacher(s) and other educational staff individually, contact the school to see if this can be arranged. Remember to do this for ALL children in your home.

Once you find out who your child’s teacher(s) will be, talk to friends who have children in your child’s grade to see if they will be in the same class. It may help some children to know that they are going to be in class with some children they already know.

Make sure the child’s teacher(s) know what their strengths and weaknesses are. If the child has a disability, you might choose to explain this to their teacher(s). If the child is older, you can also have them do this themselves with your support.

Rules

Make sure ALL children in your household know what rules they need to follow at school. For example:

• Raise your hand if you want to say something
• Run only in P. E. or on the playground, walk at all other times
• Follow dress and grooming codes
• Be respectful to everyone
• Avoid physical aggression
• Do what the teacher, principal, or aide tells you (unless they want you to do something harmful or dangerous)
• Do your work
• Be in class and ready to work when the bell rings

It may also help to write a social story about this upcoming transition. Some children will respond well to social stories. The language used in the social story would ideally be tailored toward the specific child’s level of understanding.

Situations

Make sure ALL children in your home or class know when to try to handle a situation themselves, and when to seek help from a trusted adult authority figure. Younger children and some children with disabilities might tell a trusted adult about even the most minor issues, because they want to make sure that everybody is doing exactly as they should be doing. Meanwhile, older children and some children with disabilities might not tell a trusted adult about even the most serious problems, because they think that doing so is tattling.

If ANY of the children in your household or school tell you about a minor incident, ask them questions like these:

• Is it a safety issue?
• Are you sick or injured?
• Do you think someone else is sick or injured?
• Do you think this person will get into more serious trouble if you do tell an adult, or if you don’t tell an adult?
• Have you tried handling the situation yourself? If yes, have you been successful?
• Are there any alternatives?

Some children might grasp this after one or two reminders, while others might need several reminders. The questions are so that children can eventually learn to think about why they want to inform an adult about another person’s wrongdoings.

Secrets

Make sure ALL children in your household or class know which secrets are better to be shared, which ones are better to be kept, how to share a secret, and whom to share them with, if need be. The secret that Amber is being abused by her mom is an example of a secret that is better to be shared (secrets that are harmful or dangerous). The secret that Jack still sleeps with a security blanket is an example of a secret that is better kept (secrets that are not harmful or dangerous).

If a child shares a secret that you feel is better kept, you can ask them questions such as:

• Are you sharing this secret because you are worried about your own safety?
• Are you sharing this secret because you are worried about somebody else’s safety?
• Will the other person get into more serious trouble if you do share this secret, or if you don’t share this secret?

If you feel it’s not the right time to share a certain secret, or it’s not the right person to share said secret with, you can also ask questions such as, “Is this the right time to share this secret, and is this the right person to share this secret with?”

Fair and equal

Make sure ALL children in your home understand the difference between “fair” and “equal.” “Fair” means that everybody gets what they need or earn. “Equal” means everybody gets treated in the exact same manner.

When children are younger, they are often taught that fairness means everybody gets ONE cupcake, or FOUR turns on the monkey bars. They are often not taught about varying needs, personalities, or merit.

Riding the school bus for the first time

Make sure to mentally prepare the child for riding the bus. Do this early enough in advance so they will be better prepared for what is to come, but not so early that they will forget or become anxious.

You can do this by marking the event on a calendar and showing it to ALL of the children in your home, so that they can also be prepared. Some children will also do well with talking about this upcoming event.

Picture it

Show the child some pictures of school buses. Make sure the child knows where they will go to get on the bus, and where they will go to get off the bus.

Make sure the child knows that their bus will probably have a number and the name of their school district or the bus company on it. This is especially important if they will be picked up or dropped off at a location other than your home.

Make sure the child understands what the bus’s warning signals mean. For example, if the yellow lights are on, that means that all other vehicles need to be prepared to stop, because students will be getting on or off soon. If the red lights are on and the stop sign is open, that means that all other vehicles on the road need to stop so that students can get on or off safely.

Make sure they know that their bus might pick up or drop off students at other stops before or after theirs, and that some of the students on their bus might be children whom they have never met. Mention or make a list of other children the child knows, who will be riding the same bus. Some children might benefit from knowing that other children they know are going to be riding their bus.

Make sure the child knows what rules they need to follow when they ride the bus:

• Do what the bus driver or aide tells you to do (unless they want you to do something harmful or destructive)
• Stay in your seat (with your seatbelt on, if applicable) while the bus is moving
• Use your indoor voice
• No eating or drinking on the bus
• No physical aggression
• Be respectful to everybody
• Keep the aisle clear

Some children with autism or other challenges might respond well to social stories. If you think this may work for your child or the child you work with, you may choose to write one for them about riding the school bus. Ideally, the social story would include:

• Bus rules
• A few pictures of school buses
• Bus warning signals
• Other children you and the child both know who will be on the same bus (such as similarly aged children in your neighborhood or household)
• Things the child can do while on the bus (such as talk to other children, listen to music on headphones, read, or play handheld video games quietly)

When the big day comes, you or the child can inform the bus driver and aide (if applicable) of their specific needs. You or the child may decide to write a note describing their needs, and then give it to the bus driver to read later. You or the child can specifically state that they have a diagnosis, or how to handle talking with them about a problem.

If the mode of transportation to school will change, make sure the child knows this.

Starting middle school

Make sure the child knows what will be different in middle school, such as:

• switching classes
• having a locker to store their belongings in
• not having recess
• Earlier start to the day
• Different modes of transportation

When a child is in elementary school, their teachers, principal, and other school staff are usually fairly consistent with following and enforcing rules, because they realize children that age need that kind of consistency. 

When a child goes to middle school, staff members might be more flexible with rules. This is because they realize that most children in this age group understand the rules they have been taught don’t apply in every single situation. Some teachers and school staff members might not understand that this is still very difficult for a particular child. Mentally prepare the child for this as early in advance as necessary, so they won’t be caught unprepared. 

Big changes

Mentally prepare yourself and the child for the physical, emotional, and behavioral changes ahead. The child might have already begun to experience these changes, or they might not start until well into their teen years. Their bodies and brains are (or will be) changing, and yet, they might still have the mentality of someone younger than they are.

The child will probably notice how other people do things differently from how they themselves were taught, or from how they themselves see fit. Instead of trying to do as others are doing, they might try to control others. Make sure the child is mentally prepared for this as early as necessary.

When a child is in elementary school, they may notice some differences in people (hair color, eye color, height, etc), but in middle school, they might also begin to notice differences in behavior and personality, and may not take kindly to this.

You might choose to write a social story about this upcoming transition. Ideally, the social story would include: earlier school start time (if applicable), switching classes, fast-changing friendships, having a locker, increased independence, changes in mode of transportation (if applicable), among other changes that might happen.

Changing schools

If your child needs to change schools, do some research on the school(s) that you are considering for the child. This can help you learn more about how these schools operate, what they have to offer, and what resources they have for kids who need a differentiated curriculum.

If you know other children who are attending or have previously attended the school(s) you are considering, ask them and their parents or legal guardians about their experiences with the school. Their experiences and advice can provide a true window into what the school is really like.

Contact the school(s) you are considering for the child to discuss setting up a visit. This can help you and your child to get a better idea of whether or not this particular school will be the right school.

Prepare the child for their change of school as early as necessary. You may also choose to write a social story about changing schools to help prepare your child for this upcoming transition. You could say: “Last year, you went to (name of school) in (town/city), but this year, you will go to (name of school) in (town/city).” At first, your child may miss their old school and may wish to go back, but give it at least a year and, after a while, their new school might begin to feel like home.

In closing

As mentioned before, the back-to-school transition can be challenging for any child, but it can be especially challenging for those who have autism or other challenges. I sincerely hope that these tips will help to make this transition easier.