Managing Transitions

Why predictable transitions are essential for neurodiverse dancers.

Transitions, moving from one activity to another, either within a class or between classes, are one of the most challenging parts of a dance class for neurodivergent dancers. While they may appear small or routine to adults, transitions place heavy demands on executive functioning, sensory regulation, emotional processing, and predictability.

For many neurodivergent dancers, transitions are not just a change of activity, they are a sudden shift in expectations, sensory input, and control.

On This Page...

Why Transitions Are Difficult
What happens neurologically during change, and why transitions can trigger overwhelm, shutdown, or anxiety in dance settings.

Use Predictable Class Structure
How consistent routines and familiar class flow create emotional safety and reduce stress.

Give Clear Warnings Before Changes
How advance notice allows the brain to prepare, preventing startle responses and dysregulation.

Use Consistent Transition Signals
How repeated phrases, music, or visual cues remove confusion and support automatic response.

Break Transitions into Small Steps
How simple, sequential instructions reduce cognitive load and support successful movement between tasks.

Allow Flexible Transition Timing
How extra processing time and gentle pacing support regulation and prevent shutdown.

Use Music to Support Transitions
How familiar music creates continuity, predictability, and emotional grounding during change.

Support Emotional Responses During Transitions
How acknowledging feelings and offering reassurance protects trust and regulation.

Create Predictable Endings
How clear closing rituals reduce anxiety around separation and help dancers leave calmly.

Why Transition Support Changes Everything
How thoughtful transition strategies transform behaviour, learning flow, and overall studio atmosphere.

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Why Transitions Are Difficult

What’s happening neurologically:

Neurodivergent brains often rely on routine and predictability to feel safe. Sudden changes require the brain to:

Stop one task
Process new information
Shift attention
Regulate sensory input
Understand new expectations

All at once.

This can overload executive functioning and trigger stress responses.

What this can look like in class:

Freezing or refusal to move
Emotional outbursts or withdrawal
“Clinginess” or avoidance
Increased stimming or tics
Apparent defiance (which is actually overwhelm)

Understanding this reframes transitions as a support need, not a behaviour problem.

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Use Predictable Class Structure

Why it matters:

Predictability reduces anxiety by letting dancers know what comes next. When the structure of class stays the same each week, the nervous system can relax.

If this isn’t considered:

Dancers feel constantly on edge
Energy is spent guessing what’s next instead of learning
Anxiety builds throughout the class

Best practice explained:

Keep the same class flow (warm-up, centre, across the floor, combo, cool down).
Always start with the same warm-up music and end with the same closing ritual.
Use a visual schedule at the start of class, such as a whiteboard.
Refer back to it during transitions.

Predictability equals emotional safety.

Give Clear Warnings Before Changes

Why it matters:

Sudden transitions can activate a fight-or-flight response. Advance notice allows the brain to prepare.

If this isn’t considered:

Startle responses occur
Dancers feel rushed or pressured
Emotional regulation breaks down

Best practice explained:

Use time warnings and consistent phrases, such as:

“Two more repetitions, then we move on.”
“In 30 seconds, we’ll start centre work.”
"We have our reverence then it's time to change classes."

This builds trust and reduces shock.

Use Consistent Transition Signals

Why it matters:

When signals change constantly, dancers must decode what each new cue means. Consistent signals remove this extra cognitive load.

If this isn’t considered:

Dancers miss cues and instructions
Confusion increases
Noise levels rise as attention scatters

Best practice explained:

Choose one signal for each type of transition:

A specific phrase
A short piece of music
A hand signal or wave of a scarf

Use it every time. Over time, dancers respond automatically.

Break Transitions into Small Steps

Why it matters:

Some dancers struggle with initiating movement, organising their body in space, or understanding multi-step instructions.

If this isn’t considered:

Dancers freeze or move incorrectly
They appear slow or resistant
Anxiety escalates due to confusion

Best practice explained:

Instead of: “Everyone go to your places for centre.”

Try:

“Stand up.”
“Face the centre.”
“Walk to your place.”
“Stand in 1st postion.”

Small steps equal achievable success.

Allow Flexible Transition Timing

Why it matters:

Neurodivergent dancers often need extra processing time to disengage from one activity and reorient to another.

If this isn’t considered:

Pressure increases
Dancers feel rushed or unsafe
Shutdown or refusal may occur

Best practice explained:

Allow dancers to transition at their own pace when possible, this might mean allowing a dancer to finish tying shoes or take a breath before joining, without comment
Give them time to process and reset in a quiet space.
Let them arrive last without penalty.
Start once most dancers are ready rather than waiting for absolute stillness.

Regulation comes before readiness.

Use Music to Support Transitions

Why it matters:

Music provides structure, rhythm, and emotional continuity. Familiar transition music creates predictability and comfort.

If this isn’t considered:

Transitions feel abrupt
Sensory shifts feel jarring
Emotional regulation becomes harder

Best practice explained:

Use the same short piece of music for transitions each week.
Allow the class to choose the music
Over time, dancers associate it with safety and change.

Support Emotional Responses During Transitions

Why it matters:

Transitions often trigger anxiety, grief over change, or loss of control, especially for autistic and VAST dancers.

If this isn’t considered:

Emotional responses escalate
Dancers feel misunderstood or punished
Trust in the teacher erodes

Best practice explained:

Acknowledge emotions without judgement: “I see this is hard.”
Offer reassurance: “We’ll do this together.”
Provide options: “Would you like to dance or watch first?”

Emotional safety supports movement safety.

Create Predictable Endings

Why it matters:

Endings are also transitions. Knowing how class ends reduces anxiety about separation or uncertainty.

If this isn’t considered:

Dancers cling or resist leaving
Emotional regulation deteriorates at the end of class
Parents may see distress that began much earlier

Best practice explained:

End with the same cool-down or ritual each class.
Use a closing phrase or movement.
Briefly preview the next class.

Clear endings support calm exits.

Why Transition Support Changes Everything

When transitions are handled thoughtfully:

Behaviour issues reduce dramatically
Dancers feel safer and calmer
Learning flows more smoothly
Teachers spend less time managing disruption
The studio atmosphere becomes more regulated

Transitions are not interruptions, they are a core part of teaching.

Want a printable version?
This PDF summarises key points from this page for easy reference.

It is not a replacement for the full explanation, and is intended to be used alongside the information above.

Managing Transitions.pdf