About this resource
Transitions can be exciting and stressful. This plan brings together a short student profile, a timeline of transition steps such as visits, photos and meeting key staff, a first-day plan and early check-ins, so everyone knows what is happening and when.
Purpose
To make transitions predictable and well supported by planning visits, information and early check-ins with the student and family.
Who it is for
Primary profession: Educators and school support staff.
Client or participant group: Students moving to a new school, year level or class, especially those who find change difficult.
Practice setting: Primary and secondary schools, including learning support and wellbeing teams.
Suggested uses
- Starting a new school
- Moving to a new year level or teacher
- Returning after a long absence
- Moving between primary and secondary school
Instructions for practitioners
- Complete the student profile with the student and family.
- Plan transition steps early, before the change happens.
- Share key information with new staff, with consent.
- Hold check-ins in the first weeks and adjust supports.
Instructions for clients or participants
- Tell us what helps you.
- Visit the new place and meet new people.
- Use your first-day plan.
Accessibility considerations
Use photos of new places and people and a short visual story. Involve the student in every step where possible.
Scope and limitations
A general school transition plan. Students with complex needs may need individual plans developed with their support team and allied health professionals.
Research basis
Clear expectations, explicit teaching of routines and frequent positive feedback are evidence-based classroom practices; adjustments for students with disability are required under the Disability Standards for Education. Visual schedules and other visual supports are established evidence-based practices for autistic children and young people, and are widely used with others who benefit from visual information.
- Australian Government. Disability Standards for Education 2005. https://www.education.gov.au/disability-standards-education-2005
- Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 45(1), 157–178. https://doi.org/10.1007/s10803-014-2201-z
- Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380. https://doi.org/10.1353/etc.0.0007
- Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. FPG Child Development Institute, University of North Carolina. https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf
What is included
A 3-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced.
