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Preparing well for the move to secondary school

Who is it for? For parents, teachers and pupils on the autism spectrum who are planning the move from primary school to a secondary school.

In brief

The move to secondary school is regarded as a difficult phase. In a British longitudinal study of 28 children on the autism spectrum at mainstream schools, no marked increase in difficulties was seen after the first half-year of school; high strain already existed beforehand, however, which persisted across the move and was in part not recognised. [2] According to the parents' reports, bullying even decreased. [2] The 2021 guideline named the importance of key transition phases, such as the move to secondary school or changes of caregivers, as content that teachers and early-years educators should learn in training. [4, Rec. 109] For Germany and the individual federal states, there are no checked statements here. A good move is prepared, agreed and monitored.

This English translation was produced with AI assistance and has not yet been independently reviewed.

Status of the guideline: This article draws on the S3 guideline on therapy (2021) as a secondary source. It expired on 23.03.2026. [1] The statements are not automatically wrong, but they are not backed by a valid guideline.

What the study showed on the move

Mandy and colleagues followed 28 children with a mean age of 11.3 years (average intelligence score 87.9) at mainstream schools in Great Britain. Parents, teachers and the children themselves reported in the last primary school year and after a half-year at secondary school on mental strain, daily-living skills and bullying. [2] Result: there was no indication of a marked increase in difficulties through the move; for none of the children did schooling break down. Instead, the strain was already high before the move and persisted, in part it was insufficiently recognised. According to parents’ reports, bullying decreased from primary school to secondary school; the authors assume that the school environment plays a large role and consider that successful strategies by the schools contributed. [2] Those who were victims of bullying in primary school were not automatically so afterwards. [2]

The guideline stated that teachers and early-years educators should be trained or receive comprehensive information, among other things on symptoms and course, co-occurring conditions, children’s and adolescents’ own experience and on the importance of key transition phases such as the move to secondary school or the change of caregivers. [4, Rec. 109] In addition, support measures should be individual, reviewed over time and compensate for disadvantages without lowering the subject requirements; a support plan or reasonable adjustments should be formulated in writing in cooperation with professionals, implemented in a binding way and adapted regularly. [4, Rec. 109] More on this: Reasonable adjustments at school, Special educational needs: place of learning, assessment and support plan (example Bavaria), School support workers in everyday school life: goals, role, independence.

How you can prepare the move

The following points are suggestions from the editorial team that follow the study and the guideline; school law is state law, which is not presented here:

  • Plan early: Which type of school and which school fit depends on strengths, support needs and what is available. More: School types and inclusion: which school fits?.
  • Pass on information: With the parents’ consent, the support plan, reasonable adjustments and proven help can go to the new school so that nothing has to start from scratch. More on cooperation: Good cooperation between parents and school.
  • Get to know the new school: Show rooms, routes, timetable and contact people in advance, if possible during a visit outside full school time. Note: this is a suggestion from the editorial team without a source of its own.
  • Observe strain: High strain can already exist before the move and persist across it; so look not only at “did the move go well?” but also at well-being. [2]
  • Keep bullying in view: Younger pupils and those in inclusive settings needed particular attention in a meta-analysis. [3] More: Bullying and social situations at school.
  • If school is hard: School avoidance and school absenteeism in autism.

What do we know – what is still open?

Study-based (one small longitudinal study): No marked increase in difficulties in the first half-year; high strain before and after the move. [2]

Consensus-based/guideline: Training teachers on transition phases, individual support, written support plan. [4, Rec. 109]

Open:

  • The study had no control group, only 28 children, missing teacher information for eight children, an observation period of one half-year and came from the British school system. [2]
  • The study was designed to detect medium to large changes; small changes might have escaped it. [2]
  • Which school features and preparations ease the move was not investigated in this study. [2]
  • The editorial team has not evaluated studies from Germany or on long-term courses.

What else you should know

Note: This article offers general information. It does not replace personal advice or treatment by professionals. Questions of school law differ by federal state.

Sources and literature

  1. DGKJP. Aktuelle Leitlinien (Einträge 028-018 „Gültig bis 04.04.2021“ und 028-047 „Gültig bis 23.03.2026“). https://www.dgkjp.de/wissen/aktuelle-leitlinien/ – Professional society (website in German)
  2. Mandy W, Murin M, Baykaner O, Staunton S, Hellriegel J, Anderson S, Skuse D. The transition from primary to secondary school in mainstream education for children with autism spectrum disorder. Autism 2016;20(1):5–13. https://doi.org/10.1177/1362361314562616 – Longitudinal study (28 children)
  3. Park I, Gong J, Lyons GL, Hirota T, Takahashi M, Kim B, Lee S, Kim YS, Lee J, Leventhal BL. Prevalence of and Factors Associated with School Bullying in Students with Autism Spectrum Disorder: A Cross-Cultural Meta-Analysis. Yonsei Medical Journal 2020;61(11):909–922. https://doi.org/10.3349/ymj.2020.61.11.909 – Meta-analysis (34 studies)
  4. DGKJP, DGPPN et al. Autismus-Spektrum-Störungen im Kindes-, Jugend- und Erwachsenenalter. Teil 2: Therapie. S3-Leitlinie, AWMF-Reg.-Nr. 028-047, Stand Text 02.05.2021. – Guideline (in German); expired on 23 March 2026

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