Being able to adjust when a plan, rule or way of doing something changes is sometimes called cognitive flexibility. A child may understand both tasks but still find the switch difficult. The aim is to make the change clear and preserve a route back, not to demand instant flexibility.

Make changes explicit

For a younger child who needs substantial support, show both what will change and what will stay the same.

For example: “Swimming is cancelled, so we are going to the library instead. We will still leave at four and come home for dinner afterwards.”

Use words, pictures or a simple “before and after” note. Where less support is needed, a clear warning may be enough: “In ten minutes we will stop this and get ready to leave.” Then ask what they will do first when the change comes.

For a young person, write down:

• what has changed;

• what is unchanged;

• the new first action;

• any deadline that has moved.

This prevents a change from feeling as though the whole plan has disappeared.

Leave a route back when switching tasks

Before stopping one piece of work, write a restart note: “Next, find evidence for paragraph two” or “Continue from question six”. Put the required materials together. The young person can then switch without having to reconstruct the unfinished task later.

Practise another workable approach

When work stalls, avoid immediately supplying the answer. Ask:

• What have you tried?

• What part is not working?

• What is another method you already know?

• Could a diagram, example, list or different starting point help?

Give them time to think. If they can’t come up with anything, offer two options and let them choose.

For a younger child, model two simple ways to complete an everyday task or solve a puzzle and compare them. For a young person, agree a “switch point”: after a set period without progress, pause and choose another strategy or ask for help.

Find out why a change is hard

A child may resist a change because the new expectation is unclear, important information has been lost, or the transition is emotionally difficult. Clarify the situation first. The goal is not unquestioning acceptance of every change.

If small changes regularly cause significant distress or switching prevents ordinary routines and schoolwork, record a few examples and discuss the wider pattern with school.