Family Engagement

Transitions can be exciting and can provide positive opportunities when appropriate understanding, planning and supports are in place.  However they can also be stressful for autistic children and young people and can impact on parents, carers and other family members.   

There are numerous types of transitions that occur throughout the day, the school term, the year and across the lifespan.  It is not always the major transitions that have the most impact on autistic individuals, but all the transitions need to be considered and planned for where possible.  At the very least, coping with transition needs to be recognised by practitioners as a potential for increase in stress for children, young people and their families.   

Effective and supportive family engagement is an important and valuable part of supporting transitions. It is important to establish effective methods of communication between home and school.  The agreed methods of communication will require regular review to ensure they are still appropriate and effective.   

Families often know their children best and are key partners in the team around their child. 

Family engagement should include: 

  • Welcoming in their child’s learning community 
  • Support to participate in and contribute to their child’s learning journey 
  • Respecting and including their views 
  • Opportunities and support to be involved in the decision-making process of the school, for example, parent participation groups, parent councils, consultation on school/local authority policies and guidelines. 

An autism lens on supporting families

Parents and carers of autistic children and young people sometimes feel excluded.  Supporting the development of effective parental engagement can help reduce a sense of isolation and promote and inclusive culture within the school community.   

It is important to ensure that all parents and carers of autistic children and young people have a mutually agreed home school communication system in place.  It can be helpful to establish a routine of having ‘two key adults’ as a contact point for families of young people in secondary school settings, which should support early responsive discussion or anticipatory planning in relation to issues that could arise.

Child Planning should include transition supports for both home and community settings. 

Siblings can be an important support for transitions but it is important that they are not relied upon and that it does not have an impact on their learning or school experience. 

Further information and resources

NAIT Child Planning Meeting Guidance 

NAIT Child Planning Meeting Guidance:

https://www.thirdspace.scot//wp-content/uploads/2019/10/NAIT-Planning-Meetings-Guidance-2019.pdf