Practical Music Transition Strategies

In school settings, transitions can often be the most difficult part of the day for some children. In

my experience, this is especially noticeable during moments like returning to class after recess,

packing away preferred activities, or getting ready to go home. These moments require children

to shift attention, regulate their emotions, and adapt quickly to changing expectations.

Over time, I have found that music can be a very effective way to support these transitions

because it provides structure, predictability, and a sense of safety. The strategies below are

some of the approaches I commonly use in sessions and school-based work.

Using a Consistent Transition Song

One of the simplest and most effective strategies I use is a consistent transition song.

For example, I might use the same short melody each time it is time to pack away instruments

or leave the room. At first, children may still need prompting, but after repeated use, many begin

responding automatically to the musical cue itself. I have found that this often reduces the need for repeated verbal reminders, which can sometimes increase frustration or anxiety during transitions.

The song itself does not need to be complicated. In fact, shorter and more repetitive songs are

often more successful because they are easier for children to remember and predict.

For example:

“It’s time to pack away, pack away, pack away

It’s time to pack away, we’ll play again another day.”

In practice, the predictability of the song is usually more important than the musical complexity.

Research in Australian educational music therapy settings has highlighted the importance of

consistent music-based support in helping children participate, engage, and regulate within

school environments.

Using Rhythm as a Transition Bridge

One strategy I frequently use with children who become dysregulated during transitions is

rhythmic movement.

For some children, the difficulty is not simply understanding that a transition is happening. The

challenge is physically and emotionally shifting from one state to another. I have found that

using a steady beat can help organise movement and attention during these moments.

For example, after recess or lunch, I might use a drum beat while walking with the child back to

class. Initially, I may match the child’s walking speed or energy level before gradually slowing

the tempo as we approach the classroom. This creates a more gradual transition rather than expecting the child to immediately move from a highly stimulating environment into a calm classroom setting.

Research into rhythm-based self-regulation programs in Australia has shown positive effects on

children’s executive functioning, emotional regulation, and school readiness. The Rhythm and

Movement for Self-Regulation (RAMSR) program in Queensland schools demonstrated

improvements in self-regulation and inhibitory control using structured rhythm and movement

activities.

In my experience, rhythmic transitions often feel less confrontational than repeated verbal

instructions because the child is responding to the musical structure rather than to constant

correction.

Call-and-Response Musical Cues

Another strategy I regularly use is call-and-response singing.

This can be especially helpful for younger primary school children because it keeps them

engaged while also signalling that a transition is about to happen.

For example, I might sing:

“Ready to go?”

and the child responds:

“Ready to move!”

Sometimes I use clapping or tapping patterns instead of singing. The important part is that the

cue stays familiar and predictable.I have found that this works particularly well for children who

struggle with direct verbal demands, as the interaction feels more playful and collaborative.

Matching and Gradually Changing Energy

There are times when a child may be too dysregulated for a calm transition cue immediately

after a stimulating activity. In these situations, I often try to match the child’s current energy level

first before gradually changing the music.

For example, if a child is highly energetic after recess, I may begin with faster drumming or

movement activities and slowly reduce the tempo and intensity over time.

This approach is related to the iso principle used in music therapy practice, where music initially

reflects the person’s emotional state before gradually supporting movement toward a more

regulated state.

In practice, I have found that children are often more willing to engage when they feel

understood rather than immediately being expected to calm down.

Combining Music with Visual Supports

Some children benefit from having both auditory and visual support during transitions.

For example, I might pair a transition song with:

• a visual schedule

• a “first-then” board

• or a picture cue representing the next activity

I have found that combining visual and musical supports can make expectations clearer,

particularly for children who process verbal instructions differently. This approach can also help increase predictability and reduce anxiety around what is happening next.

Supporting School Transitions Through Relationship-Based Music Therapy

One thing I have noticed in school-based music therapy is that successful transitions are often

connected to the child feeling emotionally safe and supported.

Programs such as Sing&Grow in Australia have highlighted how structured music experiences

can support self-regulation, engagement, and positive interactions for children and families.

In my own work, I have found that the relationship built through shared musical experiences is

often just as important as the musical strategy itself. A familiar song sung by a trusted adult can

become a cue for safety, predictability, and connection during difficult moments of change.

Final Thoughts

There is no single transition strategy that works for every child. In my experience, the most

effective approaches are usually the ones that are simple, predictable, and consistently

repeated over time.

Music can provide a structured and supportive way to guide children through moments that

might otherwise feel overwhelming. Even small musical cues—such as a short song, steady

beat, or rhythmic pattern—can help children feel more prepared for what comes next.

Rather than focusing only on getting a child from one place to another, I think music therapy

allows us to support the emotional and regulatory process that happens during the transition

itself.

References

Heiderscheit, A., & Madson, A. (2015). Use of the iso principle as a central method in mood

management. Music Therapy Perspectives.

McFerran, K. S., & Steele, M. (2024). Music Therapy in Australian Educational Settings: A

Survey of Current Practice. Australian Journal of Music Therapy.

Pasiali, V., et al. (2020). Rhythm and Movement for Self-Regulation (RAMSR) intervention for

preschool self-regulation development. BMJ Open.

Williams, K. E., Barrett, M. S., Welch, G. F., Abad, V., & Broughton, M. (2023). A translational

application of music for preschool cognitive development: RCT evidence for improved executive

function, self-regulation, and school readiness. Developmental Science.

Play Matters Australia. Sing&Grow Research.

Australian Music Therapy Association. Music therapy in schools.

Sammy Chan

Sammy Chan is a Registered Music Therapist, based and trained in Melbourne, Australia. He has had experience in a range of contexts, including individual and group work with NDIS participants, children in schools, children in hospital and residential care for the older population. Sammy believes in enabling people through their own strengths and resources. He cherishes the connections he forms with people through music therapy and looks for respectful and meaningful collaboration with everyone he works with.