‘Be prepared and give it a go!’ Transitions into further education for learners with additional learning needs

Abstract

Transitions in education are known to have an impact on learners both in social and emotional terms as well as academically. This article argues that transition experiences should be regarded as an on-going process rather than a one-off event. The move from compulsory education at the age of 16 can have a significant impact on engagement and retention, particularly for learners with additional learning needs (ALN), yet this is an underexplored area. While the transition from compulsory education to a further education (FE) setting brings increased independence, new opportunities and the emergence of adulthood, it can also be a time of trepidation and uncertainty for all learners, including those with ALN. Using an interpretive methodology, the voices of key stakeholders in the transition to FE from one setting were recorded to explore and inform good practice. Data were gathered using online questionnaires, interviews and focus groups. Findings ascertained the value of nurturing effective practitioner-learner relationships in preparation for transition, the importance of developing peer support networks and the provision of a central, safe space that is accessible to learners with ALN at all times.

Leaving a Pupil Referral Unit in Wales: Care Experienced Young People and their Post-16 Transitions

“…They articulated mixed emotions about moving on, describing concerns about losing the supportive relationships they had developed with staff. Within the follow up research it will become clearer whether a level of phased PRU support or targeted mentoring during the transition period occurred or not, as recommended elsewhere (Packer et al, 2022;Tate & Greatbatch, 2017;Thomson & Pennacchia, 2014). The next phase of the research will also explore if the young people have established or feel a new sense of belonging in their post-16 destinations.…”

“…Good cross-professional working can involve EOTAS staff staying in touch with learners when they first move into new destinations, or the establishment and provision of a support network throughout the first year of post-16 provision (Thomson & Pennacchia, 2014). Having a support network or identified mentor during the transition is also viewed as important for learners with additional learning needs or challenges in their lives (Packer et al, 2022). In this way, the potential for a disrupted transition is minimised.…”

Young People’s Perceptions of Transitioning from School to Higher Education: A Cross-National Perspective

“…Thematic analysis provides an adaptive, flexible method for capturing the meaning of interview data and facilitates eliciting important themes around thoughts, feelings, and expectations. The approach has also been used by other researchers (e.g., Packer et al, 2022;Takriti et al, 2022) seeking to explore experiences of individuals transitioning into education. We applied the steps described by Braun and Clarke (2006), using the online whiteboard Miro to visually assist our analysis.…”

“…Acknowledging the complex, multidimensional nature of transitions phenomena, and specifically regarding the transition from compulsory to post-compulsory education, there is a trend towards integrative studies and models (Packer et al, 2022). Perna's (2006) model considers both access to and choice of college within the United States context, examining the role played by personal interests, parental education and involvement, peers, ethnic and class origins along with more organizational and institutional elements (e.g., funding, support, admission).…”

“…Thanks to its holistic view, Bronfenbrenner's EST provides a useful analytical tool, enabling to distinguish the plethora of drivers facilitating or hindering the SEC-to-HE transition. Therefore, we follow the lead of extant research that relied on this theoretical framework to examine the transition from SEC to higher/further education (Loh et al, 2021;Mocca et al, 2019;Olson, 2016;Packer & Thomas, 2021;Packer et al, 2022).…”