ABSTRACT
Chapter 12 is about supporting vulnerable children through beginnings, endings and transitions, which they typically find so difficult, while also acknowledging that endings in school offer valuable opportunities in the present moment to make a difference. Timely support and thoughtful acknowledgement of difficulties around upcoming endings are indeed priceless opportunities for growth. The chapter emphasises the thoughtful management of both small and big transitions. However, in line with the emphasis of the subtitle of the book, ‘Why Can’t You Hear Me?’, these are more about taking opportunities to talk anxieties through, than about preparatory meetings, visits and memories, which teachers already do so well.
The attachment and unconscious aspects of transition anxieties are discussed, including behavioural indicators of transition anxieties, which are listed for ease of use. Sample sentence stems for making tentative links between regressed behaviours and an up-coming transition or ending are suggested, along with practical ways to ease anxieties in relation to the ends of terms or years. Losses and death are touched on briefly through case studies and stories, including a list of helpful storybooks about loss, endings and bereavement. The chapter ends with a section on coping with staff absences in special schools and units.
