How To Ease Summer Transitions For Students With Autism

Blog Jul 1, 2025

Summer break means that if you’re a parent of a child with autism, you’re probably feeling a familiar mix of excitement and anxiety. The freedom of no more rushing to get ready for school, no more homework battles, and no more IEP meetings sounds wonderful and freeing, but then you have other questions like:

What happens when the structure of school disappears?

How do I help fill the long days with activities?

How do I keep my child safe and engaged while maintaining my own needs?

With the right research-based strategies, these months can become a time of tremendous growth for your child and your family.

Browse past blog posts to explore valuable tools and stay up to date.

Let’s Address The Structure Problem In The Summer

Children with autism spectrum disorder (ASD) adjust more smoothly when they are on a routine. School typically provides a framework that looks like:

Wake up at 7am
Eat breakfast
Go on the bus
Attend a predictable class schedule
Eat lunch
Attend more classes
Go home after 3:30pm

However, when you remove that structure, many kids with autism end up feeling lost. The research backs this up. Studies show that picture activity schedules improve focus and reduce problem behaviors during unstructured times, while organized work systems enhance independent work and decrease repetitive behaviors in school (Hume et al., 2005; Krantz & McClannahan, 1998). More importantly, organized routines help children with autism feel secure enough to actually enjoy their free time.

How To Maintain A Routine For Your Child In The Summertime

A few ways you can help your child adjust in the summer is by keeping wake-up and bedtime within 30 minutes of your school schedule. Yes, even on weekends.

You can also create a simple visual schedule for each day. This doesn’t have to be elaborate. Sticky notes on the fridge work just fine. Include fun activities alongside necessary ones. For example, you may want to write “Breakfast → Pool time → Lunch → Rest → Park.”

Use “first/then” language consistently such as:

First, we put on sunscreen; then we go swimming.
First, we clean up toys; then we have a snack.
First, we put on shoes; then we play outside.

Track what works by keeping a simple log of which activities went smoothly and which led to upset or confusion. After 2 weeks, patterns will emerge that help you adjust your approach.

The reality is that some days will still be chaotic. That’s normal. The goal isn’t perfection. The goal is to give your child enough predictability to feel secure while staying flexible enough to enjoy summer’s spontaneity.

The Sleep Connection: Why Everything Falls Apart When Rest Doesn’t Happen

You know how important sleep is; however, it’s often a part of the routine that is most overlooked that changes everything. When your child’s sleep gets disrupted, behavior problems multiply, learning stops, and family stress skyrockets.

Summer schedule changes are notorious sleep disruptors. Research shows that regular bedtimes and wake-up times help children with autism sleep better, and sleep training programs can greatly improve how quickly they fall asleep and how long they sleep (Malow et al., 2014; Reynolds & Malow, 2011). Maintaining a regular sleep schedule is the difference between a child who’s ready to engage and one who’s constantly struggling.

4 Ways To Stick To A Solid Sleep Schedule

There are 4 ways to help your child stick to a sound sleep schedule.

Maintain your child’s school-year bedtime routine. Even if bedtime shifts slightly later, the routine matters more than the exact time.
Create a wind-down period with no screens (tablets, phones, etc.) for at least an hour before bed. Summer daylight makes this harder, so consider blackout curtains to establish a dark, comfortable environment.
Track sleep patterns for 2 weeks. Note bedtime, wake time, how long it took to fall asleep, and next-day behavior. This data will show you exactly what your child needs to sleep well. This makes it easier to repeat the process for consistent results as the summer months continue.
Be realistic about late nights. Special occasions including Fourth of July celebrations, block parties, travel, and nighttime activities happen. The key here is to make these occasions true exceptions and not the new normal.

Face What Matters Most By Prioritizing Safety With Honesty & Compassion

Nearly half of children with autism will attempt to wander or elope at some point (Anderson et al., 2012; Rice et al., 2016). Summer activities like going to the beach, pool, park, or campsites can create new risks that require proactive planning.

Comprehensive safety planning doesn’t limit fun – it enables it. When parents feel confident about safety measures, they’re more willing to try new activities and give their children independence.

Create a safety plan specific to your child. This may include:

GPS tracking devices, locked gates or alarms, and emergency ID bracelets that include your child’s communication style and calming strategies
Practicing safety drills regularly and role-playing what to do if they get separated from you
Practice treading water if you’ll be near water
Teaching them to identify safe adults such as police officers or store employees with name tags in case they get lost in a public space

If your child isn’t a strong swimmer, consider this summer the time to change that. Many children with autism excel at swimming once they’re taught properly. Look for instructors experienced with autism – they understand sensory needs and communication differences to teach your child accordingly.

Real Learning Happens In Real Life

Summer learning happens when your child is naturally engaged. This approach, called incidental teaching, uses real-life moments to prompt learning (Hart & Risley, 1975; Downing, 2018). Follow your child’s lead – when they show interest in something, pause and expand on it:

“You found 3 beetles! Let’s see if we can find more.”
“Sure, you can have a snack! Let’s count out 5 crackers together.”

Use daily activities as teaching moments:

Grocery shopping teaches math, reading, and social skills
Cooking involves following directions and problem-solving
Getting dressed builds independence and planning skills

Actively Manage Sensory Overload

Summer activities can be sensory intense. Research shows that gradual exposure combined with support tools helps children with autism build tolerance for challenging sensory experiences (Sivaraman et al., 2023). Add these to your sensory toolkit:

Noise-canceling headphones for loud environments
Sunglasses and sun hats for bright activities
Portable shade for breaks
Fidget tools for waiting situations

Start small and build up. Visit the pool for 15 minutes, then 30, then an hour. Let your child explore new textures at their own pace. Invite and support – never force.

Develop Social Skills In The Real World

Summer offers natural opportunities for social interaction, but unstructured social situations can be overwhelming. Research shows that peer-mediated interventions significantly boost social interactions and reduce challenging behaviors in children with autism with meta-analyses highlighting video modeling as particularly effective for teaching social skills (Bellini et al., 2007; Kamps et al., 1992). You can better support social connections when you:

Set up “social situations” with clear parameters and specific activities
Choose environments your child already enjoys
Practice social skills before you need them through role-playing
Stay close enough to offer quick prompts without hovering

Summer offers opportunities to step back and let your child practice skills independently. Choose 2-3 skills that will make the biggest difference in daily life from making a simple snack, following a morning routine, or packing for activities. Then create visual supports showing each step. Start with full support, gradually reduce help, document progress weekly, and celebrate every step toward independence.

The Transition Back: Preparing For School Without Panic

Studies indicate that structured, parent-supported transition programs such as Building Better Bridges (BBB) significantly ease school transitions for children with autism (DaWalt et al., 2024). Begin transition prep 2-3 weeks before school starts:

Gradually reintroduce school routines
Practice school behaviors at home
Visit the school building if possible
Use what you learned about your child over the summer to inform school planning

Moving Forward: Your Family’s Summer Success Story

Summer transformation doesn’t happen overnight and doesn’t require perfection. Choose 2-3 strategies that address your biggest summer challenges, set up simple data tracking, and give each approach at least 2 weeks before making changes. Remember that some days will be harder than others – that’s completely normal. But with the right support, realistic expectations, and evidence-based strategies, you can create a season of growth, connection, and joy for your entire family.

Searching for something specific? Search previous posts for resources and shared experiences.

References Used

Anderson, C., Law, J. K., Daniels, A., Rice, C., Mandell, D. S., Hagopian, L., & Law, P. A. (2012). Occurrence and family impact of elopement in children with autism spectrum disorders. Pediatrics, 130(5), 870-877.

Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153-162.

DaWalt, L. S., Weigel, C., Dykstra Steinbrenner, J. R., Simacek, J., Cummings, K., & Mandell, D. S. (2024). Effectiveness of a caregiver-implemented intervention to support transitions to school in children on the autism spectrum. Journal of Autism and Developmental Disorders. Advance online publication.

Hume, K., Bellini, S., & Pratt, C. (2005). The usage and perceived outcomes of early intervention and early childhood programs for young children with autism spectrum disorder. Topics in Early Childhood Special Education, 25(4), 195-207.

Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., Delquadri, J. C., Gershon, B., … & Folk, L. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis, 25(2), 281-288.

Krantz, P. J., & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31(2), 191-202.

Malow, B. A., Adkins, K. W., Reynolds, A., Weiss, S. K., Loh, A., Fawkes, D., … & Clemons, T. (2014). Parent-based sleep education for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(1), 216-228.

Reynolds, A. M., & Malow, B. A. (2011). Sleep and autism spectrum disorders. Pediatric Clinics of North America, 58(3), 685-698.

Rice, C., Zablotsky, B., Avila, R. M., Colpe, L. J., Schieve, L. A., Pringle, B., … & Blumberg, S. J. (2016). Reported wandering behavior among children with autism spectrum disorder and/or intellectual disability. Journal of Pediatrics, 174, 232-239.