Transition Activities by Age, Supporting Neurodivergent Learners & Trauma-Informed Considerations

In school-based music therapy, I have found that transitions can look very different depending

on the child’s age, developmental stage, sensory profile, and previous experiences. Some

children may only need a simple reminder, while others require a much more structured and

supported approach to move from one activity to another.

Over time, I have learnt that transition strategies are usually most successful when they are

flexible, predictable, and adapted to the individual child rather than expecting every child to

respond in the same way.

Transition Activities for Younger Children (Prep – Year 2)

Younger children often respond best to repetition, movement, and clear structure. In my sessions, I usually keep transition activities short and highly predictable. At this age, children are still developing their ability to regulate emotions, shift attention, and follow multi-step instructions independently. Because of this, music can act as a supportive structure during moments of change.

Some transition activities I commonly use include:

• Simple clean-up songs

• Instrument stop-and-go games

• Walking to a steady beat

• Hello and goodbye songs

• Passing instruments around the circle before moving to the next activity

One thing I have noticed is that younger children often respond more consistently when the

transition cue remains exactly the same each week. Even small changes to the song or routine

can sometimes make the transition feel less predictable.

For example, I may use the same short guitar progression every session before children line up

to leave the room. After repeated use, many children begin responding to the cue automatically. Research in Australian early childhood music programs has shown that structured rhythm and

music activities can support self-regulation and school readiness skills in young children (Williams et al., 2023).

Transition Activities for Older Primary School Children (Years 3–6)

As children get older, I have found that involving them more actively in the transition process

can improve engagement and cooperation. Older primary school children often respond well when they feel some ownership over the activity rather than simply being directed by adults.

Some strategies I use include:

• Creating short rhythm patterns together before transitioning

• Writing simple chants or raps about routines

• Allowing students to choose the transition instrument

• Using body percussion sequences before returning to class

• Giving leadership roles such as “beat leader” or “music helper”

For some children, adding humour or creativity into the transition can reduce resistance and

anxiety. For example, I have worked with children who struggled returning to class after recess. Instead

of repeatedly prompting them verbally, we used a “walking beat” game where they matched their

footsteps to a drum rhythm while moving back to the classroom. Over time, the rhythm itself

became the transition cue. In my experience, children are often more successful when the transition feels collaborative rather than corrective.

Supporting Neurodivergent Learners

For neurodivergent children, transitions can sometimes be especially challenging due to

differences in sensory processing, emotional regulation, communication, or executive functioning. In school settings, I often notice that the difficulty is not necessarily understanding what is happening, but managing the emotional and physical shift from one state to another.

Music can help by reducing the reliance on verbal instructions and providing a more structured and predictable experience. Research has shown that music-based interventions can support communication, engagement, and social interaction in autistic children (Whipple, 2004). In practice, I have found that the predictability of music is often one of the most helpful aspects.

When supporting neurodivergent learners during transitions, I usually try to:

• keep musical cues consistent

• avoid sudden changes in volume or tempo

• use repetitive rhythms

• pair music with visual supports where needed

• provide opportunities for choice and control

For example, I might let the child choose:

• which instrument is used

• who starts the rhythm

• or whether they would prefer drumming, humming, or clapping

Even small choices can help reduce anxiety and increase participation. I have also found that some children respond better to instrumental cues than sung instructions. For these children, a short rhythmic pattern or guitar progression may feel less demanding than

verbal prompting.

Australian music therapy research has increasingly highlighted the importance of

relationship-based and child-centred approaches within school settings, particularly when

supporting emotional regulation and participation (McFerran & Steele, 2024).

Supporting Children Returning from Regulation Spaces

In some schools, children may be supported in calming down through visits to wellbeing spaces,

sensory rooms, or the school office before returning to class. In my experience, the difficult part is often not calming down itself, but transitioning back into the classroom environment afterwards. For some children, moving directly from a calm space back into a busy classroom can feel abrupt and overwhelming. Because of this, I often try to use music as a “bridge” between the two environments.

For example, I may:

• begin with soft guitar or humming

• introduce a steady rhythmic beat

• gradually increase movement and organisation

• then walk back to class together with the rhythm

I have found that this provides a clearer and more gradual pathway back into the classroom

routine. Rather than expecting the child to independently shift states immediately, the music helps

support the transition process itself.

Trauma-Informed Considerations

When working with children who may have experienced trauma, transitions can sometimes trigger feelings of uncertainty, stress, or loss of control. Because of this, I try to approach transitions in ways that feel safe, predictable, and emotionally supportive.

In practice, this often means:

• avoiding sudden loud sounds

• reducing unexpected changes

• maintaining consistent routines

• offering choices wherever possible

I have found that softer musical cues are often more effective in these situations than highly

stimulating activities.

For example, I might use:

• quiet guitar playing

• humming

• breathing with rhythm

• slow drumming patterns

• repetitive chord progressions

One thing I have learnt is that transitions tend to be more successful when the child feels

emotionally safe first. The relationship built through shared musical experiences can become an

important source of predictability and trust during moments of change.

Final Thoughts

Transitions are a part of every school day, but for some children they can feel overwhelming and

emotionally demanding. In my experience, music can provide structure, predictability, and emotional support during these moments. Sometimes even a very small musical cue—a short rhythm, familiar chord progression, or repeated song—can make a noticeable difference.

Rather than focusing only on behaviour, I think music therapy allows us to support the child’s

regulation, emotional safety, and participation during the transition itself. Over time, these repeated musical experiences can help children feel more confident and

secure when moving between activities, environments, and expectations.

References

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

Survey of Current Practice. Australian Journal of Music Therapy. Australian Journal of Music

Therapy

Whipple, J. (2004). Music in intervention for children and adolescents with autism: A

meta-analysis. Journal of Music Therapy, 41(2), 90–106.

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.

Australian Music Therapy Association – Music Therapy in Schools

Play Matters Australia – Sing&Grow Research

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