1. Exploring views of school transition for children with autism spectrum disorder in the UK using an online questionnaire. S. M. Anderson 1, J. Hellriegel 1, M. Murin 1, W. Mandy 1, O. Baykaner 1, S. Staunton 1, and D. Skuse 1 1 Behavioural and Brain Sciences Unit, UCL Institute of Child Health Clinical work with children with Autism Spectrum Disorder (ASD) has highlighted the need for a well-planned transition. Difficult transitions often lead to increased mental health difficulties such as anxiety and depression sometimes resulting in school placements breaking down. There are extraordinary benefits of a well thought through transition plan on academic performance and emotional well-being. The goal/aim was to explore the views and experiences of educational transition amongst individuals with ASD, their parents/ carers and the professionals who work with them. Their responses are invaluable in broadening our understanding of transition for children with ASD. The questions asked covered a range of topics associated with transitions such as hopes and worries concerning the transition to secondary school, issues of bullying, who at school they would feel should know about a diagnosis of autism. Without support, educational transition can be a very difficult time for children with ASD and their families. Parental anxiety is very high as well as bullying of children with ASD. Co-morbidities may increase difficulties. Some transition support is offered, but it appears patchy and unsatisfactory to the parents of children with ASD. The National Autistic Society, highlights that 70% of children with autism also have mental health problems. We are aware there is some good practice happening in many Local Authorities and mainstream schools. Great Ormond Street Hospital have created a transition package themselves to help with transitions to mainstream secondary school for children with ASD. BACKGROUND CONCLUSIONS OBJECTIVE Common parental worries about transition: Getting to and from school, the size of the school, getting lost/not knowing way about, not knowing teachers, not understanding lessons/what teachers are saying, forgetting homework/PE kit, making friends, feeling difference, how to cope with bullying, where to go at lunch/break and having somewhere to go when upset 95% of parent respondents stated their child had ASD. When asked about the specific diagnosis: 54% had Asperger's, 13% HFA, 18% Autism, 8% ‘Other’* *Other included: comorbid ADHD, Generalised Anxiety Disorder, Separation Anxiety Disorder, School Phobia, Developmental Co-ordination Disorder, Sensory Integration Dysfunction, selective mutism, Tourettes, significant learning difficulties, Auditory Processing Disorder, Dyspraxia, atypical autism, down’s syndrome, infantile autism, Pathological Demand Avoidance, PDD-NOS, Semantic Pragmatic speech disorder, and two with a working diagnosis. 68% of parents said their child was getting extra help or support in school How helpful was it? Mixed results (19% found it a little helpful, 18% invaluable/very helpful, 14% not helpful) 60% said that someone from the secondary school came and met with the primary school staff about transition. 83% of parents had been offered visits to the new secondary school before transition. Parental anxiety is very high, and 'just under half of children with ASD in this study were reported to experience bullying on a regular basis'.