Transitions & Change

Children often find it challenging to move smoothly between activities, settings, or routines, which can lead to anxiety, resistance, or disengagement. Occupational therapy supports children in developing strategies to manage transitions more confidently and independently.

What does OT support look like in this area?

Key focus areas for OT support:

• Understanding and anticipating change: Children learn to recognise when transitions will occur, reducing surprise and associated stress.

• Emotional regulation during change: Teaching coping strategies, such as deep breaths, fidget tools, or self-talk, allows children to manage emotions and maintain engagement.

• Preparing for new environments: Gradual exposure and guided practice help children feel more comfortable when routines are altered or new settings are introduced.

How OT support helps in everyday life

By using these strategies, children experience less stress when moving between tasks or settings. They are better able to participate in daily routines at home, follow school schedules, and navigate social or community events. Parents and educators can observe improved consistency and engagement with reduced need for prompts.

How this skill can change as your child grows

• Toddlers: Learning simple transitions, such as moving from play to snack time

• Preschoolers: Adjusting between structured and unstructured activities

• School-aged children: Managing multiple subject changes, recess, or after-school routines

• Adolescents: Navigating complex transitions like school schedules, community activities, or work placements

How this skill can look at home, school, or in the community

• Home: Using a visual schedule to manage morning routines (getting dressed, breakfast, leaving for school)

• School: Preparing for assemblies, changes in classroom activities, or group work

• Community: Practising transitions for events such as sports, parties, or appointments

Example

A child practising moving from playtime to snack with a timer, initially needing adult support. Over sessions, they anticipate the transition independently and manage any distress, demonstrating growing confidence and regulation.