Navigating School Transitions for Neurodiverse Children: A Guide for Parents in Scotland, England, and Wales.
Transitions can be challenging for any child, but for those who are neurodiverse - whether they are autistic, have ADHD, dyspraxia, or other additional needs - moving to a new school or a different stage of education can be especially stressful. Whether your child is starting Primary 1 (Scotland) or Reception (England/Wales), moving from Primary 7 to S1 (Scotland) or from Year 6 to Year 7 (England/Wales), or even transferring schools, there’s a lot to think about. How do you ensure your child feels safe, supported, and understood? How do you communicate your concerns to the school?
This guide is designed to help you navigate these transitions in the Scottish and English/Welsh education systems, giving you practical advice on what to expect, who to approach, and how to advocate for your child effectively.
Understanding What the Transition Will Involve
In both Scotland and England/Wales, transitions happen at key stages of a child’s education. These stages, along with the terminology used, differ slightly between the systems:
In Scotland:
Starting Primary School - Primary 1 (P1).
Moving from Primary to Secondary School - Primary 7 (P7) to Secondary 1 (S1).
Transitioning within Secondary School - S3 to the Senior Phase in S4.
Moving to a New School - This could happen at any stage due to relocation or other circumstances.
In England and Wales:
Starting Primary School - Reception.
Moving from Primary to Secondary School - Year 6 to Year 7.
Transitioning within Secondary School - KS3 (Key Stage 3) to KS4 (Key Stage 4).
Moving to a New School - This could happen at any stage, often requiring coordination with both the old and new schools.
Each of these transitions brings new environments, routines, and social expectations. Understanding what will change and preparing for those changes is key to helping your child feel more confident. Below are some aspects to focus on:
Routines and Structure
Neurodiverse children benefit from clear and predictable routines. Ask the school for a copy of the daily timetable. Find out if there are set times for breaks, lunches, and other key points in the day.
In secondary school (S1/S2 in Scotland or Year 7 in England/Wales), children often move between classrooms for different subjects, which can feel overwhelming at first. Understanding how the school day is structured will help your child adjust more smoothly.
Physical Environment
New environments can be overwhelming for children with sensory sensitivities. Ask if you can arrange a visit to the school before the transition to help your child get familiar with the building, classrooms and key areas such as the canteen, toilets, and social spaces.
Many schools offer transition days where children can visit and experience a typical day. Ask if these are available, and request additional visits if needed.
Support Systems
Schools in both Scotland and England/Wales have legal duties to support children with additional needs, but the frameworks differ slightly:
In Scotland, support is provided under the Education (Additional Support for Learning) (Scotland) Act 2004, and the approach is often guided by the Getting it Right for Every Child (GIRFEC) framework.
In England and Wales, support is provided under the Children and Families Act 2014 and the SEND Code of Practice (Special Educational Needs and Disabilities).
Ask the school what support systems are in place, which may include:
Quiet spaces or sensory rooms.
Pupil Support Assistants (PSAs) in Scotland or Teaching Assistants (TAs) in England/Wales.
Flexible arrangements for homework, assessments, or breaks.
Who to Talk to and What to Ask
In both systems, several key staff members can help support your child during a transition. Knowing who to approach and what questions to ask can make all the difference.
Key Staff Members in Scotland:
Head Teacher or Depute Head Teacher.
Principal Teacher of Support for Learning (SfL).
Pupil Support Teacher (Secondary Schools).
Class Teacher (Primary) or Guidance Teacher (Secondary).
Key Staff Members in England/Wales:
Head Teacher or Deputy Head Teacher.
SENCO (Special Educational Needs Coordinator) - This is your main contact for SEND support.
Class Teacher (Primary) or Form Tutor (Secondary).
Questions to Ask:
What support is available for children with additional needs?
How does the school manage sensory sensitivities or anxiety?
Are there any quiet spaces or time-out areas my child can use?
What is the school’s approach to promoting positive social interaction and friendships?
How will the school communicate with me about my child’s progress or any concerns?
Common Concerns Parents May Have
Parents of neurodiverse children often share concerns about how their child will cope with:
Changes in routine: Will my child be able to manage transitions between activities or classrooms?
Sensory challenges: Will my child feel overwhelmed by noise, lights, or crowds?
Social interaction: Will my child make friends and be included by their peers?
Emotional well-being: How will the school support my child if they experience anxiety or distress?
Learning support: Will my child’s learning style be understood and supported?
How to Gather Evidence and Communicate Your Concerns
When raising concerns, it helps to be specific and provide evidence to ensure your child’s needs are taken seriously. Here’s how:
Keep a log
Record incidents where your child has struggled, whether it’s with transitions, sensory overload, or social situations. These examples can illustrate why additional support may be needed.
Use clear Language
Describe your concerns in concrete terms. For example, instead of saying, “My child struggles in school,” you could say, “My child finds it difficult to concentrate when the classroom is noisy, leading to frustration and unfinished tasks.”
Provide Supporting Documents
Share reports from professionals such as Educational Psychologists, Occupational Therapists, or Speech and Language Therapists. In England and Wales, children with significant needs may have an Education, Health and Care Plan (EHCP), while in Scotland, they may have a Co-ordinated Support Plan (CSP).
What to Do If You Don’t Feel Heard
If you feel that your concerns aren’t being taken seriously, here are some steps you can take:
Request a Formal Meeting.
Bring an Advocate.
Put it in Writing.
Know your Rights.
In Scotland, contact organisations like Enquire or Autism Network Scotland. In England and Wakes, seek advice from SENDIASS (Special Educational NEeds and Disability Information, Advice and Support Service).
Final Thoughts
Transitions can be significant milestones, but with the right preparation and support, your child can feel safe and confident in their new environment. Stay proactive, stay informed, and remember that you know your child best. Don’t hesitate to reach out for help when you need it.