For many children, going back to school after the summer holidays can bring a mixture of excitement and nerves. But for neurodivergent children, including those with autism or ADHD, the return to the classroom can bring additional challenges.
After weeks of more relaxed routines, later mornings and fewer demands, suddenly having to manage busy classrooms, sensory stimulation, social situations, timetables and academic expectations can feel overwhelming.
Dr Laura Powling, CEO and Consultant Clinical Psychologist at Evolve Psychology, is an expert in neurodiversity and says that many of these challenges can be anticipated, giving parents an opportunity to put support in place before the new term begins.
“For many neurodivergent children, going back to school is like running a marathon after weeks off from training: the routines, social dynamics, sensory demands and academic pressures can feel particularly exhausting at the start of term,” she explains.
“Parents can help with rebuilding stamina by reintroducing structure gently, preparing for the first few days together, celebrating small wins, and protecting calm time at home.”
Here are Dr Powling’s 10 key challenges – and practical ways parents can help.
A sudden change in routine
Predictable routines can help many neurodivergent children feel safe and regulated.
Moving from relaxed summer days to the stricter pace of school, with earlier mornings, set meal times and less flexibility, can therefore feel like a shock.
How parents can help
Begin easing back into the school routine several days before term starts. Gradually adjust bedtimes and wake-up times and re-establish regular morning and meal routines.
Anxiety about transitions and the unknown
Moving into a new school year can bring lots of uncertainty. Children may worry about a new teacher, classroom, seating plan, different classmates or increased academic expectations.
Even positive changes, such as seeing friends again, can cause anxiety. Autistic children in particular may find themselves imagining worst-case scenarios.
How parents can help
Use visual guides and social stories to explain what will happen during the school day.
Talk through everything from waking up and eating breakfast to arriving at school, entering the classroom and what happens after school.
Take a walk or drive past the school before term starts and, if helpful, practise the school journey.
Involve your child in organising their uniform, stationery and snacks so they know what to expect and have a sense of control.
Sensory overload
School can be a much more intense sensory environment than home.
Noise, crowds, chatter, smells, uniforms, bells and busy playgrounds can all become overwhelming, potentially leading to fatigue, meltdowns or withdrawal.
How parents can help
Consider simple ways to reduce sensory discomfort. Seam-free socks, removing clothing labels and checking that uniform fits comfortably can all help.
If your child needs time to adjust to wearing their uniform, practising at home before school starts may be useful.
Once school begins, encourage activities that help with sensory regulation, such as movement, quiet time or sensory play.
It’s also important to keep after-school time low demand while your child adjusts. They may need quiet time rather than lots of questions, activities or additional commitments.
Social pressures
Friendships and playground dynamics can be difficult to navigate, particularly after several weeks away from school.
Children with autism or ADHD may find it tiring to reconnect with friends, understand changing peer dynamics or manage disagreements.
How parents can help
Interest-based clubs, such as art or coding, can sometimes be easier than unstructured playground time.
Parents can also support social problem-solving by talking through different situations and role-playing potentially tricky scenarios, such as asking for help, joining a game or dealing with a misunderstanding.
Executive function demands
Returning to ‘school mode’ means suddenly having to organise belongings, follow timetables, concentrate, complete work and remember deadlines.
For children with ADHD or dyslexia, these executive function demands can be particularly challenging.
How parents can help
Use checklists for school equipment, homework and uniform.
Give important items a specific place at home.
Highlight positive aspects of returning to school, such as seeing friends, favourite subjects or clubs.
Offer encouragement by reminding your child of times they have successfully managed similar situations.
Celebrate the small victories – from getting ready on time to walking through the school gates and completing the school day.
Academic expectations
A new term can mean new subjects, assessments and expectations.
Some children may worry that they’ve forgotten what they learned previously or fear that they won’t be able to keep up. Anxiety about failure can sometimes look like avoidance or challenging behaviour.
How parents can help
Break homework and other tasks into small, manageable steps with clear start and finish points.
Focus on effort rather than simply the final result and help your child recognise what they can already do.
If your child is struggling with a particular area, communicate with their school so appropriate support can be considered.
Emotional regulation
Returning to school can represent a major emotional change. The loss of the freedom and comfort of the holidays, combined with new routines and unexpected changes, can trigger strong emotional responses.
Parents may also see after-school meltdowns, particularly when a child has managed to hold everything together during the school day before releasing their accumulated stress once they get home.
How parents can help
Give your child opportunities to express their feelings through talking, drawing, writing or play.
Validate their concerns rather than dismissing them. Simply acknowledging that returning to school can feel like a big step can help.
Before school begins, try calming activities such as reading, drawing and sensory play.
It can also be useful to agree coping strategies in advance, such as breathing exercises, sensory tools, speaking to a trusted adult or using an agreed calm space at school.
Previous negative experiences
If school has previously been difficult because of bullying, unmet needs, disciplinary problems or other experiences, returning after the relative safety of the holidays can trigger significant anxiety.
How parents can help
If possible, arrange a visit to school before term begins so your child can meet their teacher and see the classroom.
Share information with teachers about your child’s needs, triggers and successful coping strategies before they return.
It can also help to agree on a safe adult and safe place your child can go to if they become overwhelmed.
Keep communication open with school and, if the transition continues to be particularly difficult, consider seeking professional support early.
Attention and structure
For children with ADHD in particular, moving from the stimulation and freedom of the holidays to sustained concentration and a structured school timetable can be difficult.
Impulsivity, talking out of turn, fidgeting, irritability and restlessness can sometimes appear when children are struggling with this transition.
How parents can help
Rebuild stamina gradually.
Before school starts, try short periods of focused activity at home – perhaps five minutes of reading, a puzzle or drawing – gradually building up rather than expecting a child to switch immediately back into full ‘school mode’.
Parents could also consider talking to school about delaying the introduction of additional homework while their child settles back into the demands of the school day.
Exhaustion
All of these challenges – from sensory and social demands to executive functioning and emotional regulation – can require considerable energy.
As a result, some neurodivergent children may be particularly tired during the first few weeks of term.
How parents can help
Make home a safe, calm place to recharge.
Keep demands to a minimum after school and allow your child time to decompress. A quiet evening, familiar food and some uninterrupted downtime may be much more beneficial than filling every afternoon with activities.
Most importantly, remember that the return to school is a transition, rather than something your child has to master immediately.
With predictability, emotional support, appropriate coping strategies and good communication between home and school, parents can help make those first few weeks feel more manageable.
And don’t forget to celebrate the small steps. For some children, simply getting dressed, leaving the house and making it through the school gates can be a huge achievement.
