Supporting Learners Who Struggle With Transitions
Transitions challenge many learners across settings. Small routine shifts raise stress for children and adults with autism, ADHD, anxiety, or sensory sensitivity. Educators and caregivers often observe resistance during simple moments such as moving between activities, ending preferred tasks, entering a classroom, or shifting from one environment to another.
This blog explores the theme through a short narrative and follows it with clear guidance rooted in research on self regulation and change readiness.
A Gentle Story About Change
There once was a little tree on the edge of a quiet field. As seasons moved, each tree prepared for autumn. Leaves loosened. Branches grew ready for rest.
One small tree stayed firm. Its leaves stayed in place while the others released theirs. The tree felt attached to its familiar colours. Letting go felt uncertain.
Winter approached. A soft breeze passed by. One leaf drifted down. Only one. That moment showed the tree a small truth. Change does not require speed. Change flows when the person or learner feels safe.
This mirrors what many children and adults experience when transitions ask for flexibility before they feel prepared.
Why Transitions Feel Difficult
Research from the fields of neurodevelopment and anxiety management highlights several influences that shape transition stress.
1. Predictability needs
Learners with autism often rely on stable input and clear routines. Sudden shifts raise cognitive load and sensory demand. Consistent schedules reduce this pressure.
Source: American Psychological Association, 2020.
2. Executive functioning demands
Working memory, inhibition, and task switching place strain on many individuals with ADHD. A transition interrupts focus and requires rapid reorientation.
Source: Barkley R. A., 2019.
3. Sensory thresholds
New environments bring unfamiliar sound, light, or movement patterns. Anxiety around sensory unpredictability often delays readiness.
4. Emotional load
Internal experiences such as worry, perfectionism, or fear of the next activity influence pace. Small steps support regulation far more than rushed shifts.
How Educators and Caregivers Support These Moments
Offer preparatory cues
Simple visual or verbal prompts increase clarity. Examples include countdowns, visual schedules, and consistent phrasing.
Reduce competing sensory input
A quieter corner, softer lighting, or slower pacing helps the learner enter the next activity with more control.
Use connection before direction
A brief check-in builds emotional safety. Many students respond better when they feel seen before being guided.
Model slow transitions
Adults who demonstrate steady movements and calm tone set a regulating pace.
Celebrate micro-progress
A single step toward change holds value. The tree’s one drifting leaf reflects the small shift that often makes the biggest difference for those who struggle with flexibility.
When to Seek Additional Support
If transition distress leads to prolonged shutdowns, aggression, withdrawal, or refusal that affects learning or daily function, a structured assessment helps identify underlying needs. Collaboration between school staff, parents, and a mental health professional strengthens progress plans.
A Closing Reminder
Each learner releases their “leaves” at a personal rhythm. Shifts in routine do not need perfection. Safety grows first, then readiness, then change. One step holds more meaning than a rushed leap.
Further Learning With EducateAble
Support your practice with evidence based resources.
Courses
• Introduction to Shadow Teaching and Inclusive Education for Beginners
• Diploma in Shadow Teaching: Supporting Neurodivergent Learners in Schools
Toolkits
• Emotional Regulation Toolkit
• Shadow Teacher Starter Pack
• Classroom Transitions Mini Guide
Short lessons for teachers, parents, and neurodiverse learners.
Share this article with colleagues or parents who work with learners that pause during transitions. Follow EducateAble for support across emotional regulation, classroom collaboration, and neurodiverse education.
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