How to Help a Neurodivergent Child Adjust to a New Daycare Routine

Transitions to a new childcare center can be incredibly dysregulating for children with ADHD or proprioceptive needs. When a child refuses to nap, struggles to listen, or resists coming inside from play, it is often because their nervous system is overwhelmed by the change in environment, not because they are being "naughty." For children who seek sensory input, the playground feels regulating, while the classroom can feel restrictive. To bridge this gap, parents can collaborate with teachers to implement sensory-based transition strategies.

One effective method is using "heavy work" to transition from outdoors to indoors. Asking the child to carry a heavy lunch crate, push a wagon, or help move a stack of books provides the proprioceptive input their body craves, helping them regulate before entering a quieter space. Similarly, if a child refuses to nap, the battle for sleep often causes more disruption than the lack of rest. Instead of forcing sleep, advocate for a "quiet body" compromise. Providing a weighted lap pad or a "quiet box" with silent fidgets allows the child to rest their body without the pressure to sleep, preventing power struggles while meeting the center’s need for a calm environment.

Finally, consistency between home and school is vital. Using "First/Then" language at home (e.g., "First shoes, then outside") helps internalize routines. Creating a simple "User Manual" for the new teachers—highlighting that the child responds best to visual timers, specific verbal prompts, or heavy work breaks—can prevent the child from being labeled as "difficult" and turn the relationship with the school into a partnership.

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