At Abingdon House School, Purley, as in schools across the country, we often see a subtle (or sometimes not so subtle) shift in behaviour as we near the end of term. For neurodiverse young people, the approach of the extended summer holidays and the end of the school year can be challenging. Some students are simply tired. For others, the looming, sudden loss of school routine can spark feelings of uncertainty and anxiety.
Families navigating Emotional-Based School Avoidance (EBSA) can find this transition period particularly fraught – although the relief of escaping school pressures is inching closer, the trips, sports days, assemblies, and transition events that mark the final weeks of school can see anxiety spike, as can the unknowns of the summer period to come.
By understanding the root of end-of-term and holiday anxiety and leaning into low-demand, neuroaffirming strategies, families can find a rhythm that allows everyone to decompress.
Before the end of term: Navigating the final days of school
The end of the summer term is rarely ‘business as usual.’ For neurodivergent students and those experiencing EBSA, the final two to three weeks of school are often the hardest to attend because the predictability of the school schedule completely breaks down. Timetables are collapsed for reward trips, whole-school performances, and prizegiving ceremonies, which can present massive sensory and social demands.
To support students through these final days of school, parents and carers can:
- Audit the school calendar together: Sit down together and look at the scheduled activities to come. Identify when events are happening, what they will look like, and how your child will be involved. This will help end-of-year events feel less like unexpected, unplanned disruptions, and give students time to adjust to and prepare for these activities.
- Collaborate on a flexible plan: If a student feels anxious about a particular activity or event, speak to the school about a modified plan. Could the student spend sports day with a trusted teacher, supporting rather than participating in races? Could they skip an outing they are dreading, but stay at school to take part in another ‘reward’ activity?
Adapting to the individual student’s needs, rather than forcing a ‘take part or stay home’ attitude, is key. Co-producing these adjustments keeps the child connected to school without forcing them past their breaking point.
- Prioritise low-demand evenings: When a student is using every ounce of energy to show up for the final days of school, home life needs to be a low demand zone. Ensure lots of time and space is given for students to decompress after school, lowering expectations around chores or family activities.
After the end of term: Navigating the holiday period
Once the final bell rings, a different type of anxiety can emerge. School provides automatic anchor points and predictable routines; in contrast, the summer holidays present a vast expanse of unstructured time.
At AHSP, many of our students struggle with the holiday period. Sensory overload, difficulty choosing what to do, and the expectation to ‘have fun’ can all lead to overwhelm. And, while the holidays offer a temporary reprieve from the demands of the classroom, the complete removal of school structures can make the thought of returning to school more daunting.
Here are some ideas for reducing anxiety and overwhelm in the holiday period:
Daily timetables
Creating a loose, predictable flow to the day is vital for easing the transition out of the school year. One way to do this is through visual time blocks – this is a great way to create structure without the rigidity of a clock-based timetable. Using a whiteboard or visual app (like Choiceworks or Widget), break down the activities for each day by sequence blocks, like this:
| Time block | Activity type | Example |
| Morning | Getting anchored | Breakfast, getting dressed, designated free play/LEGO. |
| Midday | Low-demand outing | A predictable walk, local park, or quiet picnic. |
| Afternoon | Decompression | Controlled screen time, sensory play, or reading. |
| Evening | Winding down | Dinner, bath, stretches, calming audiobooks. |
Mapping out the week
Knowing what is coming up is key for neurodivergent young people to feel prepared and able to enjoy the summer period. Using a ‘now and next’ framework can help them visualise upcoming activities and plan ahead.
If a high-demand event, like a doctor’s appointment or a trip to see relatives, is in the calendar; follow it with a dedicated ‘chill day’ at home to allow their nervous system to reset. Keeping a gentle, low-pressure link to predictable routines prevents them from feeling entirely disconnected from the concept of structured days.
Choosing SEN-friendly activities
There are plenty of options for SEN-friendly summer events that will suit neurodivergent and neurotypical children and young people alike. Here are some ideas for adapted summer activities:
- Relaxed cinema screenings: Cinemas like the Odeon and BFI host regular SEN-friendly film screenings. The lights stay dimly lit, the volume is reduced, trailers are skipped, and attendees are able to come, go and move around as needed.
- Quiet zones: Theme parks and attractions like Diggerland, Inflata Nation, and the Science Museum offer dedicated times/spaces for neurodivergent people, with features like relaxed opening hours, sensory maps, and downloadable social stories to help prepare for your visit.
- Structured outdoor play: With warm, sunny days ahead, families will be eager to get their young people off their screens and enjoying time outside. While some will be happy to make their own fun, others will need a helping hand to find this time enjoyable. Download a free visual checklist of items to spot at a local UK nature reserve or park; set up an arts and crafts table outside; or create an outdoor board game station to provide structure and purpose.
The golden rule: Drop the expectations
The biggest gift you can give your family this summer is permission to let go of the ‘Instagram-perfect’ holiday. Be realistic about your family’s boundaries and listen to young people about what they actually want and need from this time.
You won’t spend every day at the local pool or park, and that’s okay – if your child needs a PJ day, some time to play video games or a sleep-in, that is not time wasted.
About the author
Jonathan Mansell
Headteacher at Abingdon House School, Purley
Jonathan Mansell is Headteacher of Abingdon House School, Purley, a specialist independent school supporting children and young people with autism, ADHD, speech, language and communication needs, and associated learning differences.
Jon has worked across both mainstream and specialist education throughout his career, giving him extensive experience supporting pupils whose needs can make school attendance and engagement challenging. Before joining Abingdon House, he spent six years as Deputy Headteacher at Moor House School & College, a nationally recognised specialist school for pupils with Developmental Language Disorder and previously held a range of senior pastoral and academic leadership roles within a large South London Multi Academy Trust.
A Science specialist by background, Jon has also led PSHE and wellbeing initiatives designed to strengthen relationships, build resilience and improve outcomes for vulnerable learners. He is passionate about creating inclusive, therapeutic learning environments that enable children experiencing barriers to education, including Emotional Based School Avoidance (EBSA), to rebuild confidence, reconnect with learning and achieve long-term success.
He holds a degree in Biological Sciences from the University of Reading, a PGCE from Goldsmiths, University of London, and a Master’s degree in Leadership, Change and Management from UCL’s Institute of Education.
