Secondary school transition for children with special educational needs: a literature review

Hughes, Lesley; Banks, Pauline; Terras, Melody

doi:10.1111/1467-9604.12012

Cited by 60 publications

(82 citation statements)

References 38 publications

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“…Since Hughes et al (2013) conducted their review, a number of additional studies have been published finding similar results. First, Akos et al (2015) reported less growth in both maths and reading during the transition year for SEN students despite having the largest year-to-year growth in the year prior to the changeover.…”

Section: The Effects Of the Transition To Secondary Education On Emotmentioning

confidence: 77%

“…In a systematic review examining the effects of the school transition for children with SEN, Hughes et al (2013) investigated psychosocial functioning including internalizing functioning, self-concept, self-esteem, self-confidence, externalizing functioning, and social functioning. They identified key findings of a higher likelihood of victimization and bullying, poorer social adjustment (i.e., loneliness) and lower levels of perceived social support relative to typically developing children.…”

Section: The Effects Of the Transition To Secondary Education On Emotmentioning

confidence: 99%

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A Review of the Academic and Psychological Impact of the Transition to Secondary Education

2018

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The transition from primary to secondary education is one of the most stressful events in a young person’s life (Zeedyk et al., 2003) and can have a negative impact on psychological well-being and academic achievement. One explanation for these negative impacts is that the transition coincides with early adolescence, a period during which certain psychological disorders (i.e., anxiety disorders) become more salient (Kessler et al., 2005) and marked social, biological, and psychological development occurs (Anderson et al., 2000). This review evaluates the existing literature on the psychological and academic impacts of the transition to secondary education on young adolescents. We examine the factors that plausibly increase or mitigate the risk of developing mental health issues and/or a decline in academic performance during the transition to secondary education. We also review the interplay between psychological health and academic achievement across and beyond the transition. We conclude with a summary of what schools and parents can learn from these findings to support children in a successful transition into secondary education.

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Section: The Effects Of the Transition To Secondary Education On Emotmentioning

confidence: 77%

Section: The Effects Of the Transition To Secondary Education On Emotmentioning

confidence: 99%

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

2018

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“…Whilst student participants in Jindal-Snape et al 's study (2006) found the transition from primary to secondary school to be a mostly positive experience as well, they also expressed their desire for true inclusion at school. Hughes, Banks, and Terras (2013) found that students with ASD were more stressed about bullying and social interactions in the high school environment than other students with disabilities. In contrast, Mandy et al (2015) suggested that there was no indication of a rise in the difficulty for students with ASD through the transition process.…”

Section: Introductionmentioning

confidence: 94%

Students with autism transitioning from primary to secondary schools: parents’ perspectives and experiences

Tso

Strnadová

2016

International Journal of Inclusive Education

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The transition from primary to high school can be a challenging process for students with autism spectrum disorder (ASD). During this time, researchbased practices like home-school collaboration are crucial in facilitating a smoother transition. However, existing research indicates that the transition from primary to high school is a period of anxiety and reduced support for students with ASD and their families. This article describes the experiences of parents of students with ASD in regard to this transition and home-school collaboration. Semi-structured interviews were carried out with 15 parents of children with ASD who attended mainstream government high schools in metropolitan Sydney. Through content analysis, parents were found to have received varying levels of transition support. Their experiences of home-school collaboration were, however, generally positive. Overall, it is recommended that parents' knowledge of their children with ASD should be prioritised and utilised in transition planning. Findings also suggest that a greater implementation of practices including mandated transition planning and home-school collaboration in schools would contribute to more authentic inclusion of students with ASD. ARTICLE HISTORY

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“…Limited focus on the impact of primary-secondary school transition on AC and MHF of students with disabilities Few studies have considered the impact of transition to secondary school on AC and MHF of students with disabilities [34]. Students with learning disabilities have been reported to experience reductions in AC [35], while their typically developing counterparts show increased scores.…”

Section: Introductionmentioning

confidence: 99%

- Adolescent Health-Risk Behavior and Community Disorder

2015

Adolescent Mental Health

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Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal background and school contextual factors on academic competence (AC) and mental health functioning (MHF) of 266 students, 6-months before and after the transition to secondary school. Data from 197 typically developing students and 69 students with a disability were analysed using hierarchical linear regression modelling. Both in primary and secondary school, students with a disability and from socially disadvantaged backgrounds gained poorer scores for AC and MHF than their typically developing and more affluent counterparts. Students who attended independent and mid-range sized primary schools had the highest concurrent AC. Those from independent primary schools had the lowest MHF. The primary school organisational model significantly influenced post-transition AC scores; with students from Kindergarten -Year 7 schools reporting the lowest scores, while those from the Kindergarten -Year 12 structure without middle school having the highest scores. Attending a school which used the Kindergarten -Year 12 with middle school structure was associated with a reduction in AC scores across the transition. Personal background factors accounted for the majority of the variability in post-transition AC and MHF. The contribution of school contextual factors was relatively minor. There is a potential opportunity for schools to provide support to disadvantaged students before the transition to secondary school, as they continue to be at a disadvantage after the transition.

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Secondary school transition for children with special educational needs: a literature review

Cited by 60 publications

References 38 publications

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

Students with autism transitioning from primary to secondary schools: parents’ perspectives and experiences

- Adolescent Health-Risk Behavior and Community Disorder

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