A four‐stage longitudinal study exploring pupils’ experiences, preparation and support systems during primary–secondary school transitions

Abstract

A longitudinal study was conducted over four stages of three school years across the primary–secondary transition. The purpose was to understand the dynamic transition experience of pupils, investigate the effectiveness of preparation by schools to support transitions and understand pupils’ most important support networks. Using online questionnaires, data were collected from pupils at four time points, twice from secondary school professionals and their parents, and once from primary school professionals. Results highlight the ongoing and dynamic nature of transitions. What pupils were excited about were still seen to be good once they were in secondary school, and aspects that worried them declined over time. Some pupils experienced problems and adapted at different times, whereas for some, problems emerged later. It seems that those who anticipated problems when in primary school were more likely to experience problems; this has implications for the discourse around transitions and its impact on pupils’ anticipation of transition experience. Although transition planning and preparation by schools were important and varied, they were not always effective, not provided in a timely manner and did not tap into their naturally occurring support networks in the home and community. This study makes unique contributions in terms of highlighting the dynamic transitions process and change in pupils’ experience over time; various aspects of transitions that children are excited and concerned about and how these changed over time; professionals’ conceptualisations of transitions; pupils’ and parents’ views of the effectiveness of transition practices at various stages; and pupils’ real support networks.

Systematic literature review of primary‒secondary transitions: International research

“…A potential reason for this finding might be the negative relationship between what pupils perceived the teacher support to be and their age, as reported in a Norwegian study, rather than due to the primary‒secondary transition (Bru, Stornes, Munthe, & Thuen, ). Longitudinal studies will also allow us to get a clearer picture of the dynamics of positive and negative experiences over time (e.g., Jindal‐Snape & Cantali, ).…”

“…Authors have highlighted the particular challenges faced by children and young people considered more vulnerable during transition, such as those with additional support needs, due to heightened anxiety (Peters & Brooks, ; Mandy, Murin, Baykaner, Staunton, Cobb, et al, ; Mandy, Murin, Baykaner, Staunton, Hellriegel, et al, ; Makin, Hill, & Pellicano, ). However, some authors have challenged the emphasis on the negative features of moving to secondary school and propose counterbalancing this with positive aspects, such as increased subject choices in secondary school (Jindal‐Snape & Foggie, ; Jindal‐Snape, ; Jindal‐Snape & Cantali, ; Jindal‐Snape, Cantali, MacGillivray & Hannah, ). Research in this field seems to be inconsistent.…”

Supporting the transition to secondary school: The voices of lower secondary leaders and teachers

“…Although most students navigate the transition successfully, the majority also experience some challenges at the start of secondary school (Jindal-Snape and Miller 2008;West, Sweeting, and Young 2010;Waters, Lester, and Cross 2014;Smyth 2016;Strand 2019). Students with special needs and those who are unprepared for or dread the transition are more likely to experience poorer transitions than others (West, Sweeting, and Young 2010;Waters, Lester, and Cross 2014;Jindal-Snape and Cantali 2019). Poor transition experiences may cause problems for the students' academic achievement and negatively affect their social and emotional health.…”

“…Since parents play a vital role in ensuring that a smooth transition takes place, facilitating communication and information between home and school is important to help parents find and understand their role in the new context (Coffey 2013;Rice et al 2015;Smyth 2016;Strand 2020). To prepare the students and parents to approach the transfer with a positive attitude, activities prior to the transition, like providing information and arranging meetings between new peers and teachers, are recommended (Chambers and Coffey 2019;Jindal-Snape and Cantali 2019;Strand 2020). Many parents and students have concerns related to social issues during the transition, while having friends and experiencing a safe psychosocial environment play a vital role for the students in adjusting to the new setting.…”

“…Previous research suggests that schools tend to conceptualise the transition as a one-off event, primarily focusing on the short-term concerns of the students during the period immediately before and after the move to secondary school (Graham and Hill 2003;McLellan and Galton 2015;Jindal-Snape and Cantali 2019). Research suggests, however, that while most students find that it takes at least one term to settle into the new context, many continue to require support (Kvalsund 2000;Coffey 2013;Hopwood, Hay, and Dyment 2016;Chambers and Coffey 2019;Strand 2019).…”