Student J: What worked — for Headteachers and SENCOs

If you are leading on a complex anxiety presentation linked to Autism Spectrum Disorder (ASD), J’s story will feel familiar. Student J had an ASD diagnosis (not PDA) with high separation anxiety. He had secure literacy and numeracy, but anxiety blocked access to learning. After his last day in June 2024, he was out of education until January 2025.

When J joined Fast Progress Tuition on 27 January 2025, we kept the first weeks simple and safe. Short, low-demand sessions. Familiar first, learning second. Predictable routines with visual schedules. Clear, rehearsed transitions so every arrival and exit felt manageable.

We planned separation carefully with mum. Arrivals, handovers, and exit scripts were agreed and practised, with regular home contact to keep messages consistent. We started with one trusted adult and widened to two through planned handovers, so trust transferred without spikes in anxiety. Choices replaced open-ended demands. Seat, task order, and break points were offered so J stayed in control while still moving forward.

Peer interaction began as parallel activity. Once regulation held, we introduced brief, structured roles in a small group, with clear finish points. At home, dysregulation reduced and sessions lengthened without incident. Attendance reached 82 percent of planned sessions, with absences linked to illness. Arrivals and exits ran calmly using the agreed script.

We started transition planning early. Together with family and the local authority, we set what a good match would look like: class size, sensory profile, and predictable routines. Visits ran at J’s pace. Very short to start, and only extended after success. We took what worked at FPT into school—visuals, task formats, and shared language—so Day 1 felt familiar rather than new.

Handover was warm and practical. Joint meetings set who would do what on the first day and the first week, and who J could turn to if anxiety rose. Everyone held the same plan, so school, family, and FPT pulled in the same direction.

In June 2025, J started full time at his new school and used the summer term to settle. Early signs were positive: a strong connection with his class teacher, steady engagement in classroom activities, and willingness to share familiar FPT materials. By September 2025, his parent reported that he was happy and settled, routines were embedded, friendships were forming, and he was accessing work without crisis.

For leaders, the takeaway is clear. Start small and prioritise safety and predictability. Script key transitions. Widen trusted adults deliberately. Offer choices that lower perceived demand. Build peer work from parallel activity to short, structured roles. Move successful tools into school unchanged. Coordinate the plan with family and the local authority and be explicit about roles for Day 1 and Week 1.

More information: FPT services: https://www.fastprogress.co.uk Support for anxiety-related school difficulties: https://www.fastprogress.co.uk/my-child-suffers-from-anxiety