EP for Schools

What should we try first when a pupil struggles with preparing for a school trip?

Start with one clearly defined barrier to preparing for a school trip, make a small adjustment and check what changes. Avoid assuming that one explanation fits every pupil.

By Dr Ian Corban · Educational psychologist · Last reviewed 2 October 2026

The same visible difficulty can arise from language demands, uncertainty, prior experiences, attention, memory, sensory load, skill gaps, relationships, fatigue or a mismatch between the task and the support available. Look for patterns across people, places and times of day, and compare difficult moments with occasions when preparing for a school trip goes more successfully.

Make the problem small enough

Choose one recurring part of preparing for a school trip rather than trying to fix the whole situation at once. Agree what successful participation would look like in observable terms. This might be beginning with one prompt, staying for a defined part of the activity, using a help signal or completing the essential learning with an adapted recording method.

Change the environment before increasing adult support

The practical test in this case is whether support for should we try first when a pupil struggles with preparing for a school trip changes the pupil’s experience in school. Agree what staff will try, what they will notice, and how the pupil can contribute their view. This keeps provision responsive rather than routine.

Teach the missing skill

The practical test in this case is whether support for should we try first when a pupil struggles with preparing for a school trip changes the pupil’s experience in school. Agree what staff will try, what they will notice, and how the pupil can contribute their view. This keeps provision responsive rather than routine.

Try this: Choose one upcoming example of preparing for a school trip. Before it happens, write down the essential demand, one adjustment adults will make and the least intrusive prompt the pupil may need. Afterwards, record what the pupil managed independently and one thing to retain or change next time. This creates a short assess–plan–do–review cycle around a real school situation rather than a generic list of strategies.

Keep the response proportionate

The practical test in this case is whether support for should we try first when a pupil struggles with preparing for a school trip changes the pupil’s experience in school. Agree what staff will try, what they will notice, and how the pupil can contribute their view. This keeps provision responsive rather than routine.

Further reading

Use these sources alongside current local procedures, professional advice and the individual pupil’s circumstances.

More practical advice: Browse the advice.

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