• Kyra Hall-Gelly PG Cert

Smooth Transitions: A Guide for Parents and Carers


There are many good resources that focus on the practical issues of how to help children and young people make key transitions, but most of these focus on the practical aspect of preparing a child or young person to step into the new environment or situation. Here, we offer a deeper psychological understanding of transitions to compliment those resources and inform the way you approach transitions.

Our children and young people with special educational needs will go through many or most of the ordinary life transitions that neurotypical children face. But statistics show they are unfortunately more likely to be bullied at school and therefore change schools (in-year and otherwise), or go through a period of home schooling. Children with SEND are also currently more likely to be subjected to punitive behavioural sanctions at school (such as isolation booths and exclusion). And many vulnerable children and young people have hidden or undiagnosed special educational needs, and may be in alternative provision or Pupil Referral Units.

These circumstances may lead to transitions fraught with difficulty and anxiety for the child, young person, and adult trying to keep them safe, and drawing on personal experience as a mother of a neurodivergent child, and my professional experience, I write this article with these particularly difficult contexts in mind.

It is a guide, so is a bit longer than a blog. And there is a lot to take in and think about here. Feel free to print, and read bit by bit.

For easy reading, please download and print this document in PDF booklet format (from your desktop or laptop) here. Or email us to request a copy.

What are transitions?

“The meeting of two personalities is like the contact of two chemical substances: if there is any reaction, both are transformed.”

Carl Jung

We often feel we know instinctively what transitions are, but don’t usually give much thought or time to defining them. Defining what a transition is though, can help us to approach the process of transitioning in the best way, for us and our children. So let’s think about it for a minute…

To understand transitions in any depth. it helps to first have an understanding of how this thing we call the ‘Self’ is formed. There are a few theories about this, and it doesn’t really matter which is ‘right’, more what is most useful to keep in mind.

Some theories argue that, every time we come into contact with an entity, an ‘Other’ or an environment that is not us, or is outside of us, we are changed. Some go further, to argue that the ‘Self’ is not a thing, or an entity, or a fixed phenomenon, but actually is this process of change, embodied.

What matters here, is what works for you and your beliefs. However, these ideas, (here simplified), although a little hard to grasp in full, give us a useful lens to look at Transitions through, and to be able to understand why transitions can, at times, be so anxiety-causing…

Transitions are a naturally occurring part of life, where we move from one state of being to another. Moving from Monday to Tuesday, in its simplest form, is a transition. On a much bigger scale, going from single to married, or married to divorced, or from childhood to adulthood are further examples.

Some transitions may feel and seem extremely unnatural or unwanted, and may come out of the blue, or be ‘forced’ upon us: for instance, mourning the death of a loved one, is a process of transitioning from being with them, to being without them. The loss of a job, a limb, or a home, are examples of this type of transition. Permanent or temporary exclusion from school, or returning to school after a period of home-schooling, entering a pupil referral unit or alternative provision, entering or leaving care, or even receiving a diagnosis for a special educational need may all be examples of this type of unwelcomed transition, depending on how the child or young person feels.

Because a child has less personal agency than an adult, and their living arrangements and survival rely upon the adults that care for them, many transitions that are welcomed and designed by an adult (even in the best interests of the child) can be felt as unwelcomed and enforced.

And each transition involves stepping into the Unknown, and facing things that are beyond our control: we may know what happened on Monday, but we do not know what Tuesday might bring. We may have lost a love one, and do not know how we will cope without them.

Viewed in this light, we can see that life can be thought of, as a series of transitions, small and large. Each transition, major or minor, can effect our experience of who we are, often demanding a shift in identity, even if we are not aware of it.

Why can transitions be so difficult?

There are some key reasons that a transition may become difficult:

  1. A Shift in Identity:

The shift in identity that a transition involves can be unsettling: we may have to lose or hide parts of our identity or self, and acquire or introduce new parts. These parts can also be outer phenomenon, such as losing friends or relationships; saying goodbye to a home we have lived in for a while; having less time as we go back to work.

This loss of parts of the self may need to be mourned, and new parts may need to be integrated. This can be an emotionally (and sometimes physically) painful process of growth and adaptation, and one to which we offer a lot of resistance, because it sometimes threatens to leave us shattered and broken. It is, in a way, a fight for survival: we want our Selves to emerge from the transition intact, and not fractured or disintegrating. We naturally will fight, to keep parts of ourselves that up until this point, have been valuable and useful to us in some way, even where the transition is consciously chosen, or welcomed. This is why (aside from the logistics!) weddings can be so fraught with difficult emotions.

2. The Shadows of Negative Past Experiences:

It was Sigmund Freud who initiated a theory of mind that proposed that there is a part of our mind of which we are unaware. Carl Jung developed another such theory which, while it had its major differences, also proposed there is a part of our ‘mind’ of which we are unaware.

Both agree that this part, out of our awareness, is nevertheless a powerful force on the way we see, and how we interact, with the world. This theory of the human mind is often represented as a mountain, submerged in water:

The theory suggests that we are only consciously aware of a small percentage of our mind and thoughts, and even our feelings: the area that is above the water in this representation; our ‘Conscious’ mind. But all of our experiences, positive and negative, will leave shadows, echoes, traces and residues, in our subconscious and unconscious. I remember hearing an ancient proverb once, which helped me to understand how this could be:

“There were two travellers on the road. Along the way, they meet a wise old man who invites them to rest, at his home, and to eat, and sleep, before they continued their journey.

During the night, plagued by anxieties, each traveller approaches the old man, alone.

The first traveller asks the old man a question:

“We are travelling to the next village” he says “what are the people there like?”

The old man asks him a question in return: “How did you find the people at the last village?”

“Oh they were welcoming, and kind!” says the traveller.

“Ah” says the old man. “You will find the people of the next village to be much the same.”

The traveller, contented, returns to bed.

The second traveller ventures out to meet the old man, and he asks the same question.

“What did you think of the people in the last village?” the old man asks.

“Oh they were horrible, and unkind, and violent!” replies the traveller.

The old man looks at the traveller kindly. “Ah” he says, “Unfortunately, you will find the people of the next village to be just the same.”

The traveller returns to bed, to toss and turn, in fits of anxiety…"

This little proverb helps me to understand and remember, how previous negative group experiences (such as having been the target of bullying at school, or having witnessed domestic violence at home, or having been subjected to a shaming teacher in a classroom) will have left shadows in the subconscious (or conscious) mind of the person.

Paradoxically, in an effort to gain some control over the Unknown, we may firstly imagine that this new place will bring us all of the same negative experiences. And once in the situation, we may subconsciously or unconsciously project these negative experiences out into the world- reacting to the situation as if it were the original scenario, and therefore, the world responds to us accordingly, completing the subconscious self-fulfilling prophecy. So we may find ourselves, through no fault of our own, back in the ‘same’ situation. This is a subconscious act. It cannot be rectified by conscious thought alone: you may not be able to ‘think’ your way out of it. But it does not have to be this way. We will discuss how this can change, later in the article.

It should also be noted though, that there are situations where, the environment IS a negative situation, and nothing can be done by the individual, subconscious or otherwise, to change it. An Other (a person, environment, institution, or system) can, in all reality, demand that the individual sacrifice too much of him or herself, to ‘fit in’, or conform. Referring back to our model of how the Self is formed, the Other may be unwilling or unable to see how they are in collaboration with the individual, and therefore, have equal responsibility for the outcome for that individual. This, in my view, is a type of Oppression, and if all else has been tried, especially where you feel your child’s mental health is deteriorating, removing them from that situation may be right, and necessary. A secure adult at their best would not stay in a situation that demanded complete subjugation, and would have the resources, and the self-agency, to leave (theoretically) and if not, would (in the best case scenario), seek professional help to do so.

3. Multiple Transitions:

With this understanding of transitions, we can see that many transitions can occur at the same time, and when there are too many of these transitions happening at once, we can easily feel as though the ground has cracked beneath us. We can feel disoriented, confused, frightened and overwhelmed.

Take a moment to think about your situation: Let’s say your child is currently transitioning in one of the ways above. This is the central transition, but how many other transitions are happening for them, at the same time? Identifying these will help to see the fissures and cracks in your child’s current status quo.

In conclusion: your child will go through many transitions. And you as a parent or carer will be transitioning alongside them. If we abandon the myth that ‘children are more resiliant’ (an overused, misunderstood, and misappropriated term in my opinion) or can ‘bounce back’, we can see that these powerful subtle, or sometimes not so subtle shifts, and the lack of control, the fears and anxieties that stepping into the Unknown will naturally bring, will all be as true for a child, as for an adult.

What Will Aid Smoother Transitions?

Transitions mean growth. They do not have to be avoided at all costs. Once a child begins their adult life, they will encounter transitions. Learning how to better manage transitions is a key ability for life. There are some skills we can help our child to develop, and some conditions we can create for them, to empower them to better manage transitions:

The ability to apply prior learning:

Autistic children may find it particularly difficult to apply what they have learnt about one situation, to another, similar situation. Learning this skill can be facilitated. For instance, together you can create Social Stories (TM), and a social stories folder that they can refer back to. It might be a slow process. You may have to repeat the life lessons many times, and this is fine.

Long term therapy can also help your child to begin to find the social and emotional patterns, and make these mental links.

The Permission to have strong feelings and Be Heard:

There are a lot of emotions creeping up through the cracks during times of transition: fear, anxiety, sadness and mourning, anger, excitement and expectation (which can also be anxiety-causing), relief, confusion and disorientation.

Some children find it difficult to regulate their emotions, and may respond by withdrawing, disengaging or shutting down, or by behaviours that appear like rage and frustration, or agitation and lack of concentration. This can be seen as a lack of ‘resilience’, (I hate that word so much), or unwanted and unwarranted emotional responses to the new situation by some.

But having a safe space where it is okay to express these emotions feeling the pressure to hide, change, or deny them, is a necessary component to a smoother transition. These feelings are natural, and it can be argued, a healthy, ‘normal’ response to all of the complexities of transitions. Children and even young adults may need to be explicitly told that having these emotions is okay, and that talking about the way they feel is okay. Boundaries can be set around behaviour (for instance, while it is not okay to hit someone, it is okay to express the anger you feel towards them). In my personal opinion, it is also okay for my child to raise their voice and shout in some circumstances.

Where the expression of any or all of these emotions may result in physical harm towards self or other, a person-centred or relational therapist, or a therapeutic support group can be instrumental in enabling a safe, contained, boundaried, shame-free space for children and young people to openly express and then work through these emotions, without having to resort to ‘problem behaviours’. Where a child is non-verbal, arts therapy particularly, can bypass the need for words in this process, and be just as effective.

Developing Adaptability:

During any transition, parts of the self will need to be mourned as they are lost whether that loss is youth, a loved one, or a limb. Parts of the self will be reconstituted, or new and will need to be integrated.

These parts can be recognized, honoured, and celebrated.

Other parts, a child may feel they need to hide. These parts may feel as if they are being lost, or there may be shame that becomes attached to those parts as they are hidden, in order to ‘fit in’ to a new social group, resulting in a sense of loss of self, and a decrease in self worth.

Knowing how to protect those parts that may become open to criticism in your new social circle, whilst still retaining those parts, and having pride in them, and finding an appropriate and safe place to express them in, can be vital to self esteem.

An arts psychotherapy group, or creative class or activity such as drama, music, spoken word or film making, can provide just such an environment, as pieces of the self can be gently encoded within the art work, and allowed room to breathe and to exist. (If your child is not ready to enter a group, one-to-one tuition with a tutor who is less focussed on artistic skill, and more on enjoyment, experimentation, and self expression is an option).

Arts therapy can help a child to actively choose which parts of the self they wish to expose to whom, and which parts of the Self from their previous situation they wish to keep, and which they wish to let go of. This letting go, can be done in a way that is highly respectful of that part fo the self, that had some use and value to them in a previous circumstance, meaning they can let go gently. There may have been some 'negative' qualities that they had needed in their previous situation to keep them safe from harm, but which is now holding them back. The arts therapy process means they can learn that they are not a ‘fixed’ character: they can adapt, change and recreate themselves, as they see fit. It can also enable them to learn that their Self is not unaffected by the world around them: the complex, gentle, (or sometimes harsh and jagged) interplay between Person and Environment, creates the ever-changing Self, and this teaches them many skills for later life.

What can Parents and Carers Do to Aid a Smoother Transition?

There are three key qualities that parents/carers and professionals can introduce, to bridge the transition, and help it go a lot smoother. This does not mean that there will be no anxiety or fear (and this is a natural part of the process), but these elements can make transitions more manageable, or emotionally bearable, and lead to a better, longterm integration for your child into their new group, situation, or circumstance. I’ve distilled the three key qualities below, in a method I like to remember as CCP: Closure, Consistency, Preparation.

Although we tend to spend a lot of time preparing for a new transition, rarely do we spend as much time helping our child let go of the old. But if we don't bring closure before loading another transition onto ourselves, we risk becoming overwhelmed, and it can gnaw away at us, out of our awareness, until closure has been achieved. So all of these qualities are of equal importance...

1. Closure:

Bringing closure to both positive and negative situations that have gone before, and led to this transition, can be very helpful. Not many of us can stand an incomplete circle for too long!

Having a dedicated time to reflect on the positives (if there were any) and the negatives of the past experience helps to bring closure: certain questions can be asked (over ice-cream or in a favourite restaurant, or on a walk to the park- a relaxed, neutral setting) that can help your child to reflect. Ask:

1. What experience/ learning would you like to take away with you from that event?’

2. What would you like to leave behind then?’.

(Or ‘what will you miss?’ and ‘What will you definitely not miss?’)

The key to this therapeutic conversation as a closing ritual is to listen, reflect back what has been said, and give your child the chance to correct your understanding, and complete acceptance of their feelings, positive and negative.

Your child may need to do this more than once, to be able to fully process what has gone on. No doubt, you will also have been on this journey with your child, especially if it has been a negative one.

When your child has had a good full time to express their positives and negatives, if there are any that ring true with you, you can also say ‘oh yes! That made me very anxious too! I was worried for you! But we are through it now. And it has been a learning curve.’

You can even state in simple terms, the mistakes you feel you might have made, and the learning that you have done. This gently lets them know that you have been holding them in mind the whole time, even when it might have felt like you were not. And they will know that it is okay to make mistakes: you make them too.

Then you can ask ‘what shall we do to say goodbye to the old situation?’ Burning uniform (along with school books) is probably controversial- but it worked for us! (Be very mindful of health and safety blah blah blah legal disclaimer...)

We also dreamed up replacement slogans for the school, with an emblem, which reflected how we felt about it more accurately. (You can imagine how funny and derogatory that got after four years of battling teachers to deal with bullying effectively!) Oh how we laughed. But more importantly, it worked. I don't suggest posting it on social media.

Equally, having a portrait taken or a selfie of you and your child at the end of this journey is a good way. Drawing a picture, or doing something scary but fun- like a big rollercoaster together, is a nice way to celebrate having overcome many obstacles, and bring closure.

During this process, make sure not to focus on the upcoming Transition for now (unless initiated by your child): this is only about bringing closure to the last. It’s one little step at a time.

Using The Arts as an Alternative (or addition) to Conversation:

For a child who finds it too difficult or too uncomfortable to express themselves through words, or is non-verbal, art can be a good way to express these positives and negatives. (You don’t have to be good at art!!) Having the space to make a mess, and express the fullness of their emotions is key to processing them: lay as much plastic sheeting down as you can beg borrow or steal if mess is difficult for you! (It was for me, for a while). Or do it outside! And forget the ‘what shall we draw’ routine, as this is quite limiting, and suggests that the image you create has to 'look like something real'. It doesn't. Just splash paint about and see what happens!

You could buy a bunch of magazines from a charity shop and create a collage picture by cutting out images and sticking them. Or Dr Margot Sunderland’s Draw on Your Emotions workbook is an excellent resource for younger and older children who are non-verbal or prefer to express themselves through art. For older children and young people,

An exercise I do with my child (which can be done with older children too) is to use objects from the phase they are letting go (such as photos, pictures, patches of old school uniform etc), and other decorative materials, to create a Joseph Cornell styled box . They may want to create a lid for the box, to keep it out of sight. They may want to leave it open. The exercise involves minimal artistic skill, which is fabulous! The more transitions to work through, the more boxes, until you can have a kind of collection. Alongside each other, you can look, and compare similarities and differences.

When you have done your art, ask your child how they would like to dispose of it, if it is of a negative experience. They may also want to keep it: they will learn much from it, in years to come, so you could offer to keep it safely for them, and remind them they can access it whenever they feel the need or desire to: this is a way of letting them know that you are capable of holding all their emotions, no matter how negative, in safe-keeping for them, until they are ready to revisit and work through them and/or dispose of them.

Journalling is also a great thing to begin around now, if your child or young person likes to write or draw or scrapbook. Try Wreck This Journal for older children.

Depending on the amount of transitions that are occurring all at once, your child or young person may need to focus on bringing closure to one transition at a time, in each of these cases, and may need help to separate them out, and see how one may be affecting the other.

Some situations, for instance, traumatic situations, will be much, much more difficult to get closure on. And it may take a long time to achieve the desired closure.

And then there are some situations where, unfortunately, we may never get the desired closure, (for instance, the sudden disappearance, loss, or suicide of a friend or loved one) and we have to learn to somehow negotiate and re-negotiate the nature and meaning we make of the loss (sometimes many times), so that we can accept and learn to live with it. These types of transitions may require much more additional support, in the form of therapy, counselling, and/ or support groups.

2. Consistency:

In all of this change, providing a safe, consistent, shame-free space that is able to hold your child’s emotions can be extremely helpful. A regular meeting with a positive attachment figure, or a mentor figure who is willing to embody the 'professional friend' at a regular, consistent time, in a positive space where things can be talked through, can be helpful. The key to providing consistency is to make sure that the space is made at the same time, for around the same length of time, (I would suggest just an hour) in the same environment, and planning around an activity you both enjoy can be really helpful. It doesn’t have to be expensive. Walking the dog to a favourite park once a week; or visiting a local desert café for ice cream, or MacDonalds (if you can find a reasonably quiet one) are all great environments.

Even just baking a cake once a week at home, or going for a drive, when it’s just the two of you, with no telly, and no distractions (except the radio to dance around the kitchen of course- or the car) is a good place to be. Just being together within the safe boundaries of the same time and space each week, doing the same thing, with the same person, means your child has at least one dependable, predictable event despite the changes, and gives your child an anchor. You don’t have to talk about anything particular. But it gives them a sacred space to talk if they need to.

At school, a regular time to meet with a mentor on a consistent basis may also be helpful, and offers a secondary alternative, depending on the relationship you and your child have with the school.

A therapy support group such as NeuroTribe UK’s Smooth Transitions Art Therapy Support Group can provide this safe, shame-free, consistent space, with added benefits which will be discussed later. Or there may be a similar group in your local area.

Where your child does not feel ready to enter a group of any sort, one to one counselling or therapy can be an alternative.

This consistency may be needed for anything from 3 months, up to a year, depending on your child or young person.

Routine is also helpful, and for autistic children, will be vital. If you can, try not to change too much else in your timetable, around the key transition times.

3. Preparation:

Preparation should involve reconnaissance:

Getting as much knowledge of a place or situation being transitioned to, will help to alleviate anxiety. Creating a visual representation of the situation a young child will be going into, by taking photographs, and having a visual timetable of their new environment are good visual ways to explore the new situation. A visit or two can be extremely helpful. Even travelling to and from the place to be transitioned to can be of use.

This reconnaissance phase is where most other resources seem to lay focus, so below, I have suggested a few additional ways that you might not find in other resources.

If the transition is more of an ‘inner’ transition, such as grieving the loss of a loved one, talking about how someone feel, think, and act through this period, can be helpful: for instance, sharing with your child the Kubler-Ross model of grief, so that they are not shocked at the feelings that arise for them during the grief process, might help. The way these stages are presented can sometimes suggest they happen in sequence. In reality, we may revisit any stage at various times, and they may not happen in sequence. These stages of grief have been shown to be relevant to other types of loss too.

I find it is best with my child, to be honest about the possible negatives, as well as the many positives, that might arise in the new situation, and not to gloss over, or sugarcoat (but also not elaborate on, or dramatize) possible difficulties. But each child is different.

Preparation can also involve rehearsing new possibilities:

Where an autistic child has difficulty understanding social situations, doing with them around situations they may encounter (or past situations they have found difficult) can enable them to rehearse new possibilities for interaction. Likewise, Comic Strip Conversations, a method developed by Carol Gray, can be useful in this way. Both of these methods can be adapted for older children and teenagers. In order for this to be most effective, as a parent of an autistic child, you can gain a deep understanding of why and how social situations for your child are challenging, (and know how to communicate this knowledge to teachers), by reading ‘Revealing the Hidden Code’ by Marie Howley.

Similarly, where younger children have issues imagining how their interactions impact other people and their own reputations, Joel Shaul's Our Brains Are Like Computers is a brilliant way of introducing the concept of reputation, and as a fun, visual workbook that you can do with your child (I used to do it with my child at bedtimes for a relaxing fun end to the day) it helps them to understand how to positively manipulate social situations and leave positive views of themselves in other people’s minds.

Where children don’t know how to start mutual conversations with other children, Joel Shaul’s The Green Zone is very useful. It is again, a workbook, that can be done in small, relaxed doses.

(As previously mentioned, children and young people with autism (and many other children too) can find it difficult to apply learning from one situation, to another similar situation. Therefore, it may be necessary to do these activities around each new situation they encounter. This is OK. Adjusting your expectations regarding this will empower your child, and help them not to feel ashamed that they don’t ‘get it’).

The National Autistic Society has a great range of resources and quite detailed information, including a handy app, to help navigate transitions. And often, things that help children with autism, help many other children too.

Try not to make these activities a ‘lesson’ though. Just a light conversation, that ends when it ends. The key is allowing your child or young person to process in their own time, and at their own pace: you only need to provide the opportunities to do so. They will take up the opportunity when they are ready.

In all of this, it is important to remember, that your child’s anxieties may, naturally, trigger your own anxieties, fears, issues, negative memories, anger, and inner turmoil. You may be going through a particularly hard time right now and unable to provide some of the things required. You may be unable to pick apart what is your ‘stuff’, and what is your child’s. And you may well feel like you are failing because of this. Speaking as mother and counsellor, this is OKAY. Being a parent, is much, much harder than being a therapist, because the child is your child. Therapists have support to do their job, by way of clinical supervision, where they take their fears, worries and negative emotions, so that they can be stronger for their clients. As a parent, you may not have access to this, and if this is the case, therapy may enable you, to empower your child.

Therapy is not a cure, but a support: You can undertake therapy in the short or long term. And you can finish and start therapy as and when you need to: if you need to return to therapy at a later point in your life, this is nothing to be ashamed of. It does not mean that therapy ‘didn’t work’, or that you ‘can’t be helped’. It simply means you are taking care of yourself. Just like you do when you go to the gym. And you do not have to be at crisis point to seek therapy either: you can use it to prepare for, or to process, a transition period.


Transitions can be a challenging time, charged with emotions, for you and your child.

There are many factors that may affect your child’s ability to adapt during this time, including multiple transitions and negative past experiences.

But there are conditions that you can create, and skills you can learn with your child or young person, that can help make the transition more manageable.

You can enable and empower your child to make a smoother transition by gently:

  1. Helping them to learn to apply prior learning to new situations;

  2. Giving them a safe, non-judgemental space, opportunity and permission to express both positive and negative emotions without having to hide, curtail, minimize, or deny them.

  3. Giving them opportunities to develop adaptability.

  4. Creating a space, and opportunities to reflect on the transition process.

You will enable a smoother transition by creating the following qualities during the process:

  1. Closure: enabling your child to bring closure to an old situation, whether it had been positive or negative; and giving them multiple, repeated opportunities to do this, until they are done, and ready to move on.

  2. Consistency: by recognizing the many transitions that may be happening; or the fissure that will be naturally caused in your child’s sense of ‘normalcy’, and the natural anxiety-causing threat to their self-concept transitions will bring. You can provide a safe consistent space, at the same time, for the same length of time, in the same place (preferably) and with the same person for a period of 3 months (or longer) during the transition. By doing this, you will be giving them solid ground to stand on when all about them is changing.

  3. Preparation: by gathering as much information as possible on the new situation and exploring social situations that may come up for your child; and by gathering resources that your child can refer back to, you will be providing them with a toolbox that they can use, when they face the Unknown.

All three qualities are of equal importance.

Remember, you may not have to do all this work alone. And you will make mistakes. It’s comforting (for me at least) to remember that Perfect Parents don’t make perfect children. ‘’Good enough’ parenting is the optimal parenting for any child, and that means you have to make mistakes! When we therapists model a parent in the therapy room, it is the Good Enough parent we need to model to prepare a child for real life, not a perfect one! 70% good enough, is good enough. That leaves 30% space to make painful, guilt-inducing mistakes, knowing that in the long run, this is perfect, for your child (or young person).

How Can NeuroTribe UK Help?

NeuroTribe UK are pleased to be running Smooth Transitions: an Arts Therapy Support Group specifically for children with SEND, or depression and anxiety, who are transitioning from year 6 to secondary school this September. Spaces are limited. Please contact us for more details.

We will also be running transition groups for older young people in the near future. Please subscribe to our mailing list to hear of these.

We can provide affordable one to one therapy for you or your child, family therapy (both short and longterm), and clinical supervision for school and youth work professionals. Please contact us for details.

About Us:

We are a social enterprise dedicated to empowering neurodivergent children to thrive, socially, emotionally, psychologically, and academically. You can find out about our Mission and Beliefs here.

NeuroTribe UK’s Integrative Therapeutic Practitioners, in addition to more conventional talking therapy, are trained in the therapeutic use of several artforms, (in combination or isolation), including: puppetry, visual art (illustration, paints and clay), music, dance & movement, drama, sandtray therapy, and creative writing. Our therapists trained at the Institute of Arts in Therapy and Education, one of the leading institutes of Art Psychotherapy and Child Psychotherapy in the UK, founded by Dr Margot Sunderland. All our experienced, fully qualified therapists are registered with at least one of the following professional bodies: BACP, the UKCP, or HCPC.

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