ABSTRACT
Transitions permeate the whole of school life, from small transitions between activities throughout the day to more major transitions, which include moving schools. The behaviours which may manifest in response to the anxiety elicited by the transition may be challenging for adults to manage and be considered disruptive to the learning environment. At the heart of supporting transition is the recognition of need for clear communication which supports understanding of what the individual is required to do and reassures them, thus reducing anxiety. Key to planning for transitions is using the knowledge of the child, analysis of behaviours and reflecting upon what changes and transitions are happening which are likely to trigger anxiety and confusion for the child. Planning to support transitions seeks to use strategies which provide clarity, and aid understanding, to the learner about the change in activity, the actions they are expected to engage in and how they may access support.
