More Information

More Information

Helping Manage Change

People often think of big transitions, like changing schools. But everyday changes—like leaving the car to go to the park, starting school, or switching activities—can also be hard. For neurodivergent people, these small changes may feel overwhelming. They might get stuck, such as repeating part of an activity. 

Transition in Education

In education, transition means the life changes a child or young person goes through. Key transitions include moving from: 

• One class to another 

• Early years to primary school 

• Primary school to secondary school 

• Secondary school to college, university, or work 

Smooth transitions between classes are just as important as those between school stages or settings. 

Social Stories and Comic Strip Conversations

(Developed by Carol Gray)

These tools use visuals to show what someone says, feels, and intends during a conversation. They use simple stick figures and symbols to represent social interactions and abstract ideas. You can add colour to show emotions. 

These visuals help make feelings and social rules easier to understand. The drawings don’t need to be perfect.  

Social stories help explain: 

• What is happening 

• What behaviours are expected 

• Risks of impulsive actions 

• Peer pressure and its effects 

How to Write a Social Story

Start with a clear goal. Then gather details: 

• Where does the situation happen? 

• Who is involved? 

• How does it begin and end? 

• What happens? 

• Why does it happen? 

If the outcome isn’t always the same, use words like “sometimes” or “usually.” Avoid words that cause stress. Use language that matches the person’s understanding level. Add photos, drawings, or pictures to support the words.  

More examples: 

• Carol Gray’s Social Story Sampler 

• National Autistic Society – Social Stories 

Helping with the Concept of Time

Neurodivergent people may find time hard to understand. Visual timers help them see how long an activity will last or when something fun will begin. This helps avoid sudden endings.  

Can your child plan their free time? If not, help them with an idea board. Use photos to show activity choices. Start with two options. 

Adaptability

Theory of Mind and Social Commentary

(Concept by Simon Baron-Cohen)

Some neurodivergent people find it hard to imagine what others think or feel. This is called mindreading. 

Mindreading helps us understand others’ actions. For example, if someone looks left, we might guess they saw something interesting. We imagine their thoughts and predict what they’ll do next. 

Children who struggle with this may find others’ behaviour confusing or scary. Around age two, most children start pretend play. This shows they understand others are pretending. Neurodivergent children may show less pretend play or prefer rule-based play. 

To help your child understand others’ feelings and actions, use social commentary. Describe what’s happening and how people might feel. 

Alt text: A cartoon brain reading a book, with thought bubbles showing emotions. 

Social Autopsy / Debrief

This tool helps a person understand a situation without judgment. Focus on facts. Identifying emotions may be hard at first. Use earlier tools like social stories or comic strips to support this. 

Would you like help creating a custom social story or comic strip for a specific situation? I can generate one for you based on your goals and the child’s needs. 

Understanding Social Autopsy

A social autopsy helps a child or young person understand what happened in a situation and the unspoken social rules involved. 

Start by asking: 

• Who was affected?
  Your child may not understand another person’s point of view or what they were trying to say. 

• What could others have done differently?
  Talk about how different choices might lead to different outcomes. 

• How can we help next time?
  Role-playing can help. Others may also need to make reasonable adjustments to support your child’s needs.

Example Social Autopsy Format

What Happened?

Ask your child to describe what happened. Avoid correcting them. Let them share how they felt. If they got angry, remind them that anger is okay—it’s how we respond to it that matters. 

What Was the Social Error?

Help your child think about what went wrong and who was affected. Talk about expected actions and choices. 

What Could They Do Next Time?

Explore different options. Talk about how these choices could change the outcome. 

What Can We Learn?

Think about what everyone can do to help in the future. Role-play situations. Help others understand what matters to your child.

Calm Down Corner

Self-regulation is a learned skill. Just like tying shoes, children learn to manage emotions when their brains are ready. 

Think about what helps you calm down—fresh air, deep breaths, reading, or quiet time. Children also need tools to return to a calm state. 

A calm down corner is a safe space at home or school. It helps children manage strong emotions and regain control. These spaces include comforting items that promote mindfulness and relaxation. 

Take Action

The goal is to help children feel safe while learning to manage emotions. You don’t need to buy anything new. You can create a calm down corner using items you already have. 

At Home

Choose a quiet corner in your home. Add: 

• A soft rug or mat 

• A bean bag or plush seat 

• Favourite books, stuffed animals, or quiet toys 

For older children, use shelves or furniture to create privacy. 

At School

Pick a quiet classroom corner. Fill it with: 

• Soft seating 

• Books and quiet toys 

• Art and journaling supplies 

• Blankets and stuffed animals