How to Prepare Your Child for a New Community Outing

Bethany Griffiths
7 hours ago
4 min read

A new park, museum, market, farm, class or community event can be exciting, but unfamiliar environments can also bring uncertainty.

A child may not know where they are going, who will be there, what the place will look or sound like, what they will be expected to do, or how long they will stay. For some children, knowing what to expect can reduce stress and make it easier to participate.

Of course, preparation does not mean trying to eliminate every surprise. Rather, the goal is to make the outing feel more predictable and manageable. Moreover, different strategies work for different children; you know your child's communication, sensory and support needs best.

1. Introduce the location before you go

It’s helpful to show the child where they will be going rather than introducing everything when they arrive.

You can show them photos on the venue's website or even Google Street View so they know what to expect! Furthermore, if the venue has a map, you can show the child some of the important locations.

For a child who benefits from repeated exposure, look at the pictures more than once in the days leading up to the outing, and if possible, consider a very short practice visit, for example by driving past the location or visiting briefly without attending the full event.

2. Explain what will happen

Give a simple description of the outing in an order the child can understand. For example, without going into more detail than they need, break it into stages:

get dressed -> drive to the event -> park -> go inside -> participate in the activity -> have a snack -> go home.

Tell them about anything that might otherwise be unexpected:

waiting in a line
having a wristband put on
loud music
meeting new people
touching animals
having a ticket checked
taking shoes off for an activity.

Be realistic rather than promising that something will definitely be quiet, quick or easy, and if you don't know exactly what will happen, say so while explaining what you do know.

3. Use a visual schedule or social story

Some children find visual information easier to process than a long verbal explanation. Make a simple visual schedule showing the main parts of the trip, using things like photographs, drawings, symbols/pictograms, short written phrases for older children or teens.

For children who become focused on schedules, you can also make room for uncertainty. “We might do…” “The order may change.” “If the weather changes, we may do something different.” This prevents the preparation tool itself from accidentally creating the expectation that every detail must happen exactly as pictured.

4. Let the child know how long the outing will last

Simply saying “We're going for a while” can be difficult for a child to grasp.

Where possible, try to give the child a more concrete sense of when the outing ends where possible, be it after lunch, after two activities, after the show, or before dinner, etc. A visual timer or countdown may even help some children.

Moreover, you can give warnings before transitions, for example by letting the child know many minutes are left or how many more activities.

For a first visit, consider keeping the outing shorter than you eventually want it to be. A positive 45-minute experience may be more useful than trying to force a three-hour visit.

5. Pack familiar comfort and communication items

Think about what helps the child regulate or communicate at home and bring portable versions where possible.

Depending on the child, this might include:

headphones or ear defenders
sunglasses
favorite small toy or comfort object
fidget/sensory items
AAC device or communication board (make sure they are charged before leaving)
familiar snacks and drinks
wipes
change of clothes
medication or other necessary supplies.

Older children and teens can help decide what they want in their outing bag.

6. Plan for sensory needs

Try to anticipate what the environment might contain, whether it’s crowds, music, animals, strong smells, or bright or flashing lights, etc. If you can’t find much information online, you can contact the venue beforehand. They can let you know things such as when the quietest time to visit is, whether there is a quiet room or calm space, and whether it is possible to step outside and come back in.

If possible, identify a quiet area before the child becomes overwhelmed, rather than searching for one during a difficult moment.

7. Give the child choices

Offer meaningful choices where practical, such as letting the child decide which comfort item to bring, which activity to try first, whether to watch before joining in, whether to take a break, and which snack to bring.

For teens especially, involve them in planning rather than making the outing feel like something being done to them.

8. Have an exit or break plan

Decide beforehand what you will do if the environment becomes too much, whether this means sitting somewhere quiet, going outside, or simply skipping an activity.

If appropriate, tell the child how they can communicate “break,” “stop,” or “I want to leave.” Knowing that they are not trapped in the situation can itself make an outing feel safer.

Remember, leaving early does not mean it was a failed outing! And in any case, you can always try again another day, perhaps with a shorter visit or different preparation.

9. After the outing, learn what worked

Talk about the experience afterward in a way appropriate to the child's communication style.

Ask or observe:

What did they enjoy?
What seemed difficult?
Was there something they weren't prepared for?
Which support helped?

For children who use visual communication, photographs from the outing could help with this conversation.

Use what you learned to make the next community outing easier. Familiarity often develops through repeated experiences.

Ending

Preparation doesn't guarantee that every outing will go perfectly.

The goal isn't to prevent every difficult feeling or make a child tolerate an unsuitable environment. Rather, it is to give them information, communication options, familiar supports, choices and a way to take a break.

Over time, positive and well-supported community experiences can help children and teens become more comfortable accessing places and activities in their community.