You spent months building routines, teaching replacement behaviors, and seeing real progress. Then spring break happens. And on that first Monday back, it feels like you're starting over. Here's the truth: some regression is inevitable, but with preparation, you can minimize it and recover quickly.
Why Regression Happens
Understanding why extended breaks affect behavior helps you plan more effectively.
Factors Contributing to Post-Break Regression
Routine Disruption
- • Different sleep schedules
- • Changed meal times
- • Loss of structured time
- • Reduced adult supervision
Skill Atrophy
- • Replacement behaviors not practiced
- • Coping strategies unused
- • Self-regulation "muscles" weaken
- • Classroom expectations forgotten
Emotional Factors
- • Anxiety about return
- • Family stress during break
- • Separation from school supports
- • Uncertainty about what to expect
Environmental Changes
- • Different sensory environment at home
- • Access to screens/preferred items
- • Reinforcement not contingent on behavior
- • Different caregiver expectations
Key Insight
Regression isn't failure—it's expected. Students with behavior needs often require 3-5 days to return to pre-break performance levels. Plan for this adjustment period rather than being frustrated by it.
Before Break: Preparation Strategies
The work to minimize regression starts before the break begins.
Week Before Break
Visual Countdown
Use a visual countdown to help students understand when break starts and ends. Include return date prominently.
Social Story: What to Expect
Create a social story about the break: "I will be home for X days. School will be closed. I will return on [date]. When I come back, we will [first-day activity]."
Practice the Goodbye
Role-play the last day and the return. Reduce anxiety about transitions by making them predictable.
Take-Home Supports
Send home visual supports, calm-down strategies, and schedule templates. Give parents tools to maintain some consistency.
Last Day Before Break
Last-Day Checklist
- ☐ Review break dates and return date
- ☐ Discuss what first day back will look like
- ☐ Practice key routines one more time
- ☐ Send home parent communication
- ☐ Take photo of classroom setup for "remember when you come back" reference
- ☐ End on a positive, predictable note
During Break: Home Supports
While you can't control what happens during break, you can support families with tools and suggestions.
Parent Communication Template
Subject: Supporting [Student] During Spring Break
Dear Family,
Extended breaks can be challenging for students who thrive on routine. Here are some strategies that may help:
- Try to maintain consistent wake/sleep times (even 30 minutes closer to school schedule helps)
- Build in some structured activities each day
- Practice the calm-down strategies we use at school (enclosed)
- Preview the return: "3 more days until school"
It's normal if [student] shows some behavior changes when returning. We have a plan to help with the transition.
Please reach out if you have questions!
Take-Home Toolkit Ideas
Visual Supports
- • Mini visual schedule for home
- • Calm-down choice board
- • First-Then board template
- • Feelings check-in chart
Skill Practice
- • List of replacement behaviors to practice
- • Deep breathing visuals
- • Break card for home use
- • Reinforcement menu for home
The First Day Back
The first day sets the tone. Plan it carefully.
First-Day Framework: Structured + Low-Demand
The goal isn't to "get back to normal" immediately. It's to re-establish connection and safety.
Do:
- • Warm, predictable welcome
- • Review visual schedule immediately
- • Re-teach routines explicitly
- • Build in preferred activities
- • Increase reinforcement density
- • Schedule check-ins
Don't:
- • Start with assessments
- • Assume students remember routines
- • React strongly to regression
- • Pack the schedule with demands
- • Compare to pre-break performance
- • Skip reinforcement "because they should know"
Sample First-Day Schedule
| Time | Activity | Purpose |
|---|---|---|
| Arrival | Structured welcome routine, preferred activity choice | Ease transition, reduce anxiety |
| First 30 min | Circle time: share about break, review schedule | Connection, predictability |
| Mid-morning | Practice routines game-style (transitions, hand-raising, etc.) | Re-teach without pressure |
| Before lunch | Short academic review (not new content) | Low-demand skill activation |
| Afternoon | Collaborative or preferred activity with embedded expectations | End positively, practice skills |
The First Week: Re-Establishment Phase
Think of the first week as a "soft launch" back to full expectations.
Day 1-2: Connection Focus
Prioritize re-establishing relationships and safety. High structure, low demand. Frequent check-ins.
Day 3-4: Routine Focus
Begin explicitly re-teaching behavioral expectations. Practice transitions, procedures, and self-regulation strategies.
Day 5: Gradual Return to Normal
By end of week, most students should be approaching pre-break performance. Note any students who haven't recovered for additional support.
Critical: Increase Reinforcement
During re-establishment, reinforcement density should be higher than normal. Students need more frequent positive feedback to rebuild momentum. This isn't "lowering standards"—it's strategic scaffolding.
Tracking Post-Break Data
Don't let post-break regression skew your progress monitoring. Track it separately.
Post-Break Data Recommendations
- 1. Mark the break on your graphs - Add a phase line showing "post-spring break" so regression is contextualized
- 2. Track recovery time - Note how many days until pre-break levels return (this becomes baseline for future breaks)
- 3. Compare across breaks - Is regression after spring break worse/better than winter break? This informs future planning
- 4. Document interventions used - What helped speed recovery? Note for next time
Data Note Template
"Post-spring break week (March 24-28): Student showed expected regression in [behavior], returning to [level]. Pre-break average was [level]. Implemented increased reinforcement and explicit routine re-teaching. Student returned to pre-break levels by day [X]. Recovery faster/slower than winter break (Y days vs. Z days)."
The Bottom Line
Extended breaks will affect behavior. That's not a failure of your teaching or the student's progress—it's a predictable challenge you can plan for.
Prepare before the break. Support during the break where possible. Plan a structured, low-demand return. Track recovery separately from ongoing progress.
The students who seem to "lose everything" over break often recover just as quickly with the right support. Your proactive planning makes that recovery happen.
About the Author
The Classroom Pulse Team consists of former Special Education Teachers, BCBAs, and BCBA students passionate about preparing educators for predictable challenges throughout the school year.
Take Action
Put what you've learned into practice with these resources.
Key Takeaways
- Some regression after breaks is normal—plan for it rather than being surprised
- Visual schedules and social stories before break help students prepare mentally
- The first day back should be structured but low-demand to ease transition
- Re-teach routines explicitly; don't assume students remember
- Track data separately for the first week back to distinguish regression from ongoing issues
Extended Break Transition Toolkit
A comprehensive toolkit for preparing students for extended breaks and successfully re-establishing routines when school resumes.
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About the Author
The Classroom Pulse Team consists of former Special Education Teachers and BCBAs who are passionate about leveraging technology to reduce teacher burnout and improve student outcomes.
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