Preparing SEND Students for Transitions: Moving Between Year Groups, Schools, or Countries.

The start of a new school year, a change of school or even a move to a new country can be daunting for any child. For children and young people with Special Educational Needs and Disabilities (SEND), these transitions can feel particularly overwhelming. Careful preparation, understanding and collaboration between home and school can make a significant difference in easing anxiety and promoting success.

This blog offers practical advice for both parents and educators to help SEND students navigate transitions more confidently, drawing on research and guidance from organisations such as NASEN (National Association for Special Educational Needs), the Education Endowment Foundation (EEF), and global best practices.

Why are transitions challenging for SEND students?

Transitions often involve unfamiliar people, routines, expectations, and environments, factors which can increase anxiety, disrupt learning and impact wellbeing. The EEF highlights that high-quality transition planning is especially important for disadvantaged and SEND learners, to prevent dips in progress and confidence.

Globally, education frameworks such as UNESCO’s Salamanca Statement affirm the right of all children, including those with SEND, to inclusive education which meets their needs at every stage - including transition points. In the UK, the Equality Act 2010 places a duty on schools to make reasonable adjustments so that SEND students are not disadvantaged during these changes.

Strategies for smoother transitions

Whether your child or pupil is moving between year groups, changing schools, or starting education in a different country such as Indonesia or elsewhere, the following strategies can help.

For educators:

• Plan early: Begin transition planning as soon as possible, ideally the term before, and involve parents/carers at every stage.

• Share information effectively: Pass on detailed, individualised information about the student’s strengths, needs and strategies to the next teacher or school. NASEN recommends using pupil passports or profiles.

• Offer visits and familiarisation: Arrange extra visits for SEND students to explore the new setting, meet key staff and practise routines.

• Use visual supports: Maps, timetables and social stories can help children visualise and understand what to expect.

• Assign a key person: A trusted adult to check in regularly can help children feel secure in a new environment.

• Provide staff training: Ensure that all staff understand the student’s needs and how to support them effectively.

For parents:

• Communicate openly: Share as much information as you can about your child’s needs and what works for them.

• Visit together: If possible, walk through the school, practise the journey and meet key staff before the first day.

• Prepare at home: Use photos, calendars and conversations to build familiarity and reduce uncertainty.

• Establish routines: Consistent routines at home and school can help children adjust more easily.

• Stay in touch: Keep communication open with the new school or teachers in the first weeks to monitor progress and address concerns.

Moving internationally

An international move brings additional layers of change -  language, culture and unfamiliar education systems. In Indonesia, for example, inclusive education is developing but provision can vary greatly between schools. Parents moving abroad should:

• Research schools early, checking their SEND policies and facilities.

• Clarify how your child’s needs will be supported in the new curriculum.

• Connect with local parent groups or international networks for support.

• Bring copies of educational reports, plans and professional assessments to share with the new school.

Helpful checklists

✅  Start conversations about transition early
✅  Arrange visits and introductions to key staff
✅  Prepare visual supports and social stories
✅  Share detailed information with the next teacher/school
✅  Keep routines as consistent as possible
✅  Monitor the child’s wellbeing and progress closely in the first weeks

Further support and resources

• iSEND Consultancy - support and guidance to help you navigate change and new routines with ease. 

• NASEN - Resources and advice for SEND education and transition planning

• Education Endowment Foundation - Research-based strategies, including guidance on transition

• Council for Disabled Children - Support for families and practitioners

• SEND Code of Practice (England) - Statutory guidance on supporting SEND

• UNESCO Inclusive Education - Global perspective on inclusive education