Principle 4: Routines must be clear

Routines must be clear, communicated and adhered to by all 

It is important to ensure that a child or young person (CYP) feels:

1. welcomed to school each morning,
2. they know what is expected of them,
3. things will not change unexpectedly.

Ensure that routines, expectations and plans when things go wrong are communicated to everyone. Use visual aids to support the child or young person.

Morning routines

• Provide a soft landing for CYPs transitioning from home to school. This might mean transitioning into a preferred activity before going into class.
• Ensure positive verbal and non-verbal communication upon arrival to make CYPs feel welcomed. You may want to rehearse what people say and how the child or young person might respond.
• Create a welcoming environment with displays, lighting, seating, and audio cues which meet sensory needs and help children to feel safe. Relaxing or familiar music can help some children.
• Consider offering a drink or snack upon arrival. If you have provided a breakfast club, consider whether the CYP person may find it easier to arrive for this.
• Communicate drop-off procedures and involve CYPs in decision-making.
• Adapt drop-offs to reduce anxiety. For example, later starts, alternative entrances or the use of transitional objects.

Daily routines and unstructured times

• Explain the day’s routine using a visual timetable after welcoming the CYP.
• Address unstructured times (breaks and lunch) that may be challenging. Establish structure during these times. Identify where CYPs can go and what they can do.
• Ensure that all staff are aware of action plans.
• Plan for continuity of support if a key person is absent.

Anxiety management plans 

• Involve the CYP in devising a plan for heightened anxiety. Include the individual signs and supportive strategies.
• Agree on arrangements for monitoring anxiety levels and offer support early.
• Use co-regulation strategies to help CYP to understand what they are experiencing. Promote regulation techniques.
• Provide visual prompts for communication. For example, 5-point scale, emotion wheel and pictograms.
• Designate safe places for breaks like a 'calm corner'.
• Consider a “calm box” with soothing activities.
• Agree how to ‘step down’ when things continue to be too much. Do this instead of completely avoiding by sending the child home. For example, can transitional objects such as a text message or call to parents reduce their need to go home?