Helping Neurodivergent Children Adjust to New Daycare or School Routines

Transitions to a new childcare center or school environment can be significantly dysregulating for children with ADHD, sensory processing differences, or proprioceptive needs. When a child refuses to nap, struggles to follow instructions, or resists transitioning from outdoor play to indoor activities, it is often a sign that their nervous system is overwhelmed by the environmental changes, rather than a behavioral refusal. For children who seek sensory input, the playground often provides necessary regulation, while the classroom environment can feel restrictive or under-stimulating. To bridge this gap and prevent placement loss, parents and educators can collaborate to implement sensory-based transition strategies.

One highly effective method for managing difficult transitions is utilizing "heavy work." Moving from a high-energy outdoor space to a quiet indoor space is physically uncomfortable for many neurodivergent children. Asking the child to perform a "heavy job"—such as carrying a lunch crate, pushing a wagon, or moving a stack of books—provides the proprioceptive input their body craves. This physical feedback helps regulate the nervous system, making the child more available to listen and follow directions upon entering the classroom.

Additionally, the battle over nap time is a common source of disruption. New environments are hyper-stimulating, making it difficult for a neurodivergent brain to "shut down" for sleep. Instead of forcing sleep, which can lead to power struggles and meltdowns, advocate for a "quiet body" compromise. Request that the school allow the child to use a weighted lap pad or a "quiet box" containing silent fidgets or soft books on their mat. This approach allows the child to rest their body and meet the classroom's need for quiet without the anxiety-inducing pressure to fall asleep.

Finally, establishing consistency between home and school is vital for long-term success. Implementing "First/Then" language at home (e.g., "First shoes, then outside") helps internalize logical routines. Parents can also create a simple "Student User Manual" for new teachers, highlighting that the child responds best to visual timers, specific verbal prompts, or sensory breaks. This proactive communication helps frame the child's needs correctly, preventing them from being labeled as "difficult" and fostering a supportive partnership between home and school.

VillageED’s special education services page offers guidance for behavior management and school collaboration: https://www.villageed.org/sped-services.