Transition and Autism

As another exam season draws to a close it is time for many students to be thinking about transition. For some young people this may be the transition to employment, an apprenticeship or to university; for others it might be to a college or sixth form, and for younger students the transition may be to secondary school or simply to a new class or year group.

Photo by Nesstor4u2 at Morguefile.com

Transition can be a difficult time for anybody, even adults who would consider themselves to be relatively competent and confident.  Just think back to the last time you began a new job or perhaps even just had to go somewhere new to attend a meeting. Your excitement was likely to have been tempered somewhat with an element of trepidation or worry: What would be expected? What would the people be like? Would you find the right place and get there on time? What if x, y or z happened?

Photo by GaborfromHungary at Morguefile.com

For times of transition for girls and young women on the autism spectrum, try multiplying these usual anxieties by five and then adding some other difficulties into the mix too!

• Girls and young women on the autism spectrum can often experience almost constant anxiety as a result of connecting differently with others, frequent misunderstandings and working hard just to ‘fit in’ or appear ‘normal’. Routines and structure can help to make the world a more manageable and predictable place so it is perhaps unsurprising that the thought of change will be unsettling.
• Many girls on the autism spectrum will lack a friendship group and therefore lack supportive friends to act as a sounding board for their worries.  They might also miss out on information about transition and new environments which others have just ‘picked up’ through general conversation and interaction.
• There can be additional sensory sensitivities that these girls can worry about and be unsure how to cope with.
• Difficulties forming friendships often go hand in hand with autism and these difficulties can be amplified at times of transition.
• As students become older, more independence is expected, which can be difficult for those on the autism spectrum, especially if they were reliant on a lot of adult support in previous settings.
• Difficulties with low self-esteem or a lack of confidence may make asking for help or trying new things even more difficult. 

So, as the time of transition approaches, being aware of some of these additional difficulties can help you to support girls and young women on the autism spectrum more effectively. There are many things that can help:

• Providing additional written information or websites about what to expect 
• Virtual and real life tours of facilities
• Buddy systems and key workers to meet before transition and discuss worries
• Additional support in the first few weeks in the new environment, especially with developing friendship skills, assertiveness and participation

Many more ideas and resources for supporting transition can be found in ‘Educating and supporting girls and young women with Asperger’s and autism: a resource for education andhealth professionals’.

-Victoria Honeybourne

Speechmark author Educating and supporting girls and young women with Asperger’s and autism: a resource for education andhealth professionals