A change in classroom, teacher, peer group, or school can affect our sense of safety and security, as well as our sense of belonging. This can elicit fight, flight, or freeze responses at seemingly random moments and affect our confidence and focus.

Although transition is a while away just yet, for some children, it will already be the only thing on their minds. There is a fine balance between bringing it up so early that it negatively impacts their final half term and bringing it up so late that they don’t have time to emotionally move on from their current adults and learning environment or prepare for their new situation. This is particularly tricky when we consider the diverse ways in which we all process change. 

Some students will need time to understand all the information about their next situation before they can begin to let go of their current one. Some will need to be informed at the very last minute so that they can stay present in their current situation. Many will be supported by your transition days and the general information you share.

The Right Time!

The ‘right’ time may vary with your individual students, but your preparation can start now.

Strategies involving timetables, routines, photos, and social stories are important and will give your individuals the knowledge and understanding they need to begin to feel settled as they consider their future situations.

The key transition tool, however, is you.

The relationships you begin to build now can shape a positive start to the next academic year for the students, both individually and as a group, and for you and your support staff.

Task 1 - Sharing knowledge and information

As a teacher, you have two roles in this: supporting students who are leaving your space and those transitioning to it. Although the perspective changes, the prompts and considerations to begin your discussions with other adults in the school remain the same.

  • Consider the key children in your class who may need support beyond what will be in place for all children, and identify key students transitioning to you.
  • Think back to previous transitions. What strategies were put in place? What or who helped them to feel safe in their transition?
  • What was their main cause of anxiety or worry?
  • Did they have a particular friend who helped them?
  • Do they have a current friend who can best support them this year?
  • Talk to their previous adults for extra guidance.

Create an individualised plan together that provides a supportive, understanding transition.

Task 2 - Relationship building

You still have a class full of students who need your undivided attention, so this isn’t about giving up huge amounts of time or impacting your current class. This is about small, subtle gestures that show your next cohort that you’re thinking of them, that you’re excited to be teaching them, and that you want to get to know them.

These seemingly tiny acknowledgements can have huge benefits to your key individuals feeling safe and secure in their transition and feeling like they belong in their new space before they even officially arrive.

Some simple strategies to consider that focus on belonging and security:

Passing conversations - In the corridor, leaving assembly, or out on the playground, you will come across your future students. Be ready to drop in some individual care and consideration.

  • “I was reading your ‘about me’ booklet earlier, I can’t wait to see some of your art.”
  • “I’m looking forward to next year, I’ve just been printing our tray labels.”
  • “I’ve heard you’re quite interested in X, would you be up for helping me out in those sessions next year?”

Transition Day activities - Whilst your tray label and book cover activities give you a head start on preparations, they also show students that this is their space and help develop a deeper sense of belonging that we probably don't give these activities credit for.

  • Classroom design - Hold an activity that encourages students to take ownership of their space, by asking them to design specific areas; library corner, cloakroom, independent spaces, etc.
  • Wall display - Create an artistic wall display that incorporates something from each student. Mosaics, hobbies, names, quotes - the main message is that this is their space and they belong here; you can mould the content to match the needs of your cohort or setting.
  • Find out from your class: What do you like & What are you looking forward to? Knowing that their new adult is willing to listen to what already works for them and what they hope to see in their next year will contribute to their sense of safety and security in both the space and relationships.

Key Individuals - Your identified individuals may need a little extra time and focus to build a relationship and feel the safety and security you offer.

  • 1:1 time - Give them some time to ask and be asked questions. This might be with their family as well to show an even deeper connection.
  • Classroom help - Invite key students into the space with a specific task in mind. Organising the library, rearranging the teachers' area, moving book locations; create an active task that requires their voice and opinions as well as their physical help.
  • Transitional Objects - Find a relevant item you’ll need next year and ask the individual if they can think of a safe place to put it. This can act as a sort of reccy, where the student gets to know and feel comfortable in the space, whilst providing a connection and giving their minds something to focus on when they first come in next year.