Transitioning Into the New School Year for All Students
Wait…That’s a lot to handle…
For one young student, starting middle school was a far more of a difficult transition than he had anticipated. Learning how to navigate going from classroom to classroom, new teachers, routine, and people on top of his personal and home life was very stressful. He found he was often more concerned with trying to anticipate what was changing next that he wasn’t paying attention in class. He was too focused on trying to remember where his next class was, and all the new faces that came with each one, which made him anxious. He didn’t like having to transition from teacher to teacher and seeing different kids in every subject to the point his stress caused him to resent his classes all together, and as time went on, he began trying to avoid them.
Rather than adapting to the new teaching styles, making new friends, and learning how to switch classrooms every day, he would walk to the bathroom between periods and wait for class to start before hiding in a stall until class was over. He found that avoiding class all together was easier for him than learning how to transition into his new environment, so he continued to do so for as long as he could. However, once his parents began receiving calls about his absences and failing grades, they asked their son what was going on before realizing he was having difficulty transitioning into middle school. It was a big change for him and was one they didn’t realize he wasn’t prepared for, so they reached out to the Support for Students Growth Center for help.
There, he met with a coach weekly to try and avoid having his underdeveloped transitioning skills prevent him from enjoying his new school. He learned different strategies such as learning how to communicate his struggles, developing a visual calendar he can look at and keep track of, so he knows where and when to be places, as well as practicing transiting at home so he knows what to do when he is in situations in other environments. With these skills and a level of accountability, the boy was able to start taking control of his life again.
Transitioning is an important skill to have because we utilize it every day. It is also something we can do both physically and mentally. Whether it be transitioning from one task to another, or from a home to a school mindset, being able to do so in a way that is quick and efficient will help a lot when we are faced with new or stressful situations. Starting and getting settled into a new school year can be a difficult transition for students, especially those with neurodivergent traits. Going from a summer break mindset where you can play, have less responsibilities, sleep in, etc., to a school one where you now need to study, learn, be to class on time, remember your homework, and more can be difficult. However, it is very important that we do.
If a student is having trouble transitioning into a new school environment, it can affect them in many ways. They may begin to fall behind academically as they struggle with adapting to a new teacher and their way of teaching, and/or new routine if they are starting middle or high school, because they find themselves ‘stuck’ in their old ways. If they preferred one teacher over another, they may begin to avoid the class all together. Transitioning is also important for students to be able to make friends. The anxiety of going to a new school may cloud their ability to make new friends there because they are too worried about all the of new things going on, so they cannot effectively transition into that new environment.
All of these new things all at once can cause students to have trouble adjusting, affecting their ability to effectively learn, socialize, and even manage home life. If they cannot switch between a home or school mindset, they may have a hard time relaxing, making time for themselves and friends, and even do chores and homework. Transitioning is so important, as it helps us feel settled and prepared for the days to come, and without it, students may begin to feel anxiety, exhibit avoidance behaviors by not wanting to attend school, struggle with emotional regulation, and more. Yet, it is important to address transitioning struggles sooner rather than later. The Child Mind Institute states “Kids may not be able to handle the big emotions that can come with transitions. And they might learn that by stalling, they get to avoid the change for a bit longer.” (Martinelli, 2025). To avoid setbacks from stalling and all the other negatives that come along with it, transiting skills need to be at an age-appropriate level, and the Support for Students Growth Center can help them get there.
At the Support for Students Growth Center, we provide social, behavioral, educational, emotional, and executive functioning skills services children, teens, young adults, and their families, who may be Neurodivergent or not need for a happy and successful life in and out of school settings. Our team of professionals offers individualized and family coaching/counseling and social skills groups to help teach skills such as how transitioning skills to ensure parents do not have to worry that their kids will be unable to make and maintain a functioning independent life on their own. So, if your child is struggling with skills like the ones listed above and much more, the SSGC is equipped with the tools to help.
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Dr. Eric J. Nach, Ph.D., M.Ed., A.S.D.C., is a Developmental and Behavioral Specialist who specializes in Autism, ADHD and related disorders. Dr. Nach is the founder of the Support for Students Growth Center and College Life Skills Program where he and his team of professional’s help develop the Emotional Maturity, Executive Functioning, Life Skill and Social Abilities of children, teens, young adults and college students and those high school students preparing for college.
