School Transition Support & School Shadowing in Singapore

Short-term support for starting, changing or adjusting to school

Starting school, moving to a new country, changing schools or classes, or adjusting to a different support structure can create a sudden jump in demands. New routines, people, spaces and expectations can make familiar skills much harder to use.

School Transition Support provides short-term, individualised support through that period of change. Our therapists may initially work more closely with the student in school, including through school shadowing where appropriate, while helping them learn the routines, communication, participation and independence skills needed in the new setting.

The intensity is designed to reduce. As the student settles, we step back. If the transition is complete but specific behavioural, social, participation or independence goals remain, support can step down into a more targeted In-School 1:1 Behaviour Support model.

When might School Transition Support be useful?

Transition support is most useful when the change itself is creating a temporary need for closer support. The student may have skills that worked in a familiar setting but need help using them when routines, adults, peers or expectations change.

Transition support may be useful when a student is:

• starting preschool or school for the first time

• moving into Primary 1 or another more independent school environment

• moving to Singapore or another country and entering a new school system

• changing schools, campuses, classes or teachers

• adapting to a new timetable, school routine or level of independence

• moving from one support structure to another, including reducing existing adult support

• likely to need closer support while unfamiliar routines and expectations become established

Already settled in school but still needs targeted support?

If the main issue is an ongoing behavioural, learning-participation, social or independence goal rather than a transition, In-School 1:1 Behaviour Support is likely the more relevant service.

Support before, during and after the transition

Transition support is not limited to the first day. Preparation can begin before the change, continue through the early adjustment period and then reduce as the student settles.

Before

Build familiarity with the new day, practise likely routines, prepare ways to ask for help or a break, and identify moments that may need additional support.

During

Our therapist may initially provide closer 1:1 support across the routines that are hardest, help the student respond to unfamiliar expectations and establish successful patterns in the new environment.

After

We review what the student can now manage with less help and progressively reduce prompts, proximity and therapist involvement rather than maintaining the starting level of support.

What can we support during a school transition?

The priorities depend on the student and what is changing in the new environment. We focus on the skills that will make the transition more manageable and help the student rely less on intensive 1:1 support over time.

New routines & transitions

Arrival, dismissal, changing activities, moving between spaces, following schedules and managing unfamiliar sequences.

Group participation

Responding to group instructions, waiting, staying with activities and managing reduced individual adult attention.

Communication & regulation

Asking for help, communicating uncertainty, coping with changes, managing frustration and recovering from difficult moments.

Independence

Managing belongings, navigating familiar parts of the day and relying increasingly on the natural support available in school.

The aim is to help the new school environment become manageable without intensive 1:1 support.

What happens once the student settles?

Transition support should not continue at the same intensity simply because it was useful at the beginning.

We review whether the student can follow routines, engage with teachers, manage peer demands, move between activities and recover from small changes with less support.

If the student can manage with natural school supports

We fade out School Transition Support. The transition has done its job when the student can navigate the new environment without intensive therapist involvement.

If specific goals still need direct intervention

Support can step down into In-School 1:1 Behaviour Support, with therapist time focused on defined behavioural, participation, social or independence goals rather than the transition as a whole.

This is a step-down, not a continuation by default. Ongoing in-school support is only appropriate where there are clear goals that still require direct intervention.

Preparing with the school and support team

Where possible, we prepare with the people who will be supporting the student in the new setting. This helps us work out what needs to be in place before the transition begins and how support should look once the student arrives.

Understand the new school day

We clarify the timetable, classroom routines, transitions, adult support available and the parts of the day that may be most demanding.

Plan how our therapist will support

We align with the school on where our therapist is likely to be needed, how support can fit within existing routines, and when to step in or give the student space to respond independently.

Carry useful strategies across

Where helpful, we share strategies that have worked previously and agree on practical approaches for communication, prompting, transitions or regulation in the new setting.

Coordinate with the wider support team

With the relevant permissions, we can coordinate with parents or caregivers and other professionals involved in the student’s support so that key priorities are aligned across settings.

All in-school support requires the school’s approval. The exact arrangement depends on the school’s policies, timetable and what external support it permits.

What happens if we explore School Transition Support with Tesserae?

It helps to speak with us before the transition where possible, especially if the student may need preparation or school-based support from the beginning.

Discovery Call

Tell us about the upcoming change, the student’s current strengths and difficulties, and what you expect may be challenging.

Understand What Is Changing

We clarify the new routines, people, expectations and support structure and, where useful, may recommend a School Observation & Consultation or discussion with the school.

Plan the Transition Support

We identify the priority skills, where our therapist is likely to be needed and what the starting level of support should look like.

Support, Review & Step Down

We support the student through the transition, review adjustment and progressively reduce involvement. Where specific needs remain, we may step down into targeted In-School 1:1 Behaviour Support.

What do families usually ask?

What is school shadowing?

School shadowing usually refers to closer 1:1 support during the school day. At Tesserae, it can be one part of School Transition Support when a student needs more intensive help while adjusting to a new environment. The level of therapist involvement should reduce as the student becomes more familiar and independent.

Is School Transition Support the same as In-School 1:1 Behaviour Support?

No. School Transition Support is short-term and organised around a defined period of change, such as starting school, moving country, changing schools or classes, or adapting to a new support structure. In-School 1:1 Behaviour Support is more targeted around specific ongoing goals. A student may step down from transition support into in-school behaviour support if direct intervention is still needed after they have settled.

Does our therapist need to attend school every day?

Not necessarily. The level and timing of support depend on the transition, the student’s needs and what the school permits. Some students may need closer support across more of the day initially, while others only need support during particular routines or periods.

Can support stop once the student settles?

Yes. Reducing support is part of the plan. We want the student to navigate the new environment with the natural level of support available in school. If the transition is successful, intensive transition support should end rather than continue by default.

Not sure whether you need transition support or ongoing in-school support?

Book a complimentary Discovery Call. We can talk through what is changing, what the student is finding difficult, and whether School Transition Support, In-School 1:1 Behaviour Support or another pathway is likely to be the better fit.

School Transition Support