Evaluating a universal emotional-centred intervention to improve children's emotional well-being over primary-secondary school transition

Abstract

The transition from primary to secondary school is a critical period for children, which, for most children involves stress and anxiety (Jindal-Snape et al., 2020). If negotiated poorly, this transition can have a significant negative impact on children’s short- and long-term well-being and mental health (White, 2020). Despite this, efforts to improve children’s emotional experiences of primary-secondary school transition are minimal in research and face challenges in practice. Very few interventions focus on supporting children’s emotional well-being and these are limited in number, sustainability, and reach. Talking about School Transition (TaST) is a universal, emotional-centred teacher-led support intervention, which was developed to fill this gap in the literature. The evaluation of TaST consisted of a longitudinal questionnaire-based design investigating the efficacy of TaST in improving 143 Year 6 (aged 10 and 11 year old) children’s coping efficacy and adjustment. It was assessed using the outcome variables: Emotional Symptoms, Peer Problems, Coping Efficacy and Transition Worries, in addition to a qualitative process evaluation. Results suggest that TaST had immediate positive implications for participating children who showed a significantly greater reduction in Transition Worries once at secondary school, compared to control group children. TaST has implications for educational practice and policy in elucidating the importance of supporting children’s emotional well-being over this period and demonstrating the viability and success of implementing emotional-centred support intervention in practice.

Primary‐secondary school transition under Covid‐19: Exploring the perceptions and experiences of children, parents/guardians, and teachers

“…Recommendation 3: support for children's emotional well-being should be at the forefront of transition provision and not end as transfer children leave primary school To date, efforts to improve children's emotional well-being over primary-secondary school transition are limited in research (Bagnall et al, 2021a), practice (Bagnall et al, 2019), andpolicy (DfHSC &DfE, 2018), despite the fact that timely and sensitive emotional centred support in the lead up to and over this period is crucial in supporting children's short-and long-term emotional adjustment (White, 2020).…”

“…Moreover, children spend a substantial length of time each day within school settings, which are routinely identified as a key environment to support children’s mental health through prevention and early identification of emotional well‐being concerns (Department of Education, 2018 ), especially during turning points such as primary‐secondary school transition. Covid‐19 also poses a threat to the timely and sensitive emotional‐centred transition provision and support that children need in the lead up to primary‐secondary school transition, as shown in research (Bagnall et al., 2021a ), and policy (DfHSC & DfE, 2018 ). Therefore, the multiple challenges along with reduced support associated with Covid‐19 and primary‐secondary school transition could lead to a negative transition experience for children, the effects of which may be long lasting (van Rens, Haelermans, Groot, & Maassen van den Brink, 2018 ).…”

Child Self-Report Measures of Primary-Secondary Transition Experiences and Emotional Wellbeing: An International Systematic Literature Review

“…• affecting emotional wellbeing (n = 7; e.g. Bagnall et al, 2021a) • having the potential to negatively impact wellbeing in general (n = 6; e.g. Waters et al, 2014a) • negatively affect emotional and psychological adjustment (n = 4; e.g.…”

“…Primary-secondary school transitions are critical transitions for children (West et al, 2010), where they experience multiple concurrent transitions due to changes in, amongst others, identity (primary/secondary school child, child/young person), friendship groups, teaching styles and academic expectations (Jindal-Snape et al, 2020). These transitions can be simultaneously exciting and worrying for children (Jindal-Snape, 2016, 2018 and have both positive and negative impacts on children's emotional wellbeing (Bagnall et al, 2021a) and mental health (White, 2020). Emotional wellbeing, defined as "optimal psychological experience and functioning" (Deci & Ryan, 2008, p.1), is a dynamic construct (Jordan & Graham, 2012) and can be shaped by dynamic environmental and psychological conditions.…”

“…This led to the development of the validation of the School Concerns Questionnaire (Thomasson et al, 2006), which asks children to rate levels of concern towards 17 aspects of primary-secondary school transitions. Focussing on 'concerns' or 'worries' contributes a negative discourse towards primary-secondary school transitions, but can also be insensitive for children completing the measure in potentially planting 'concerns' or 'worries' they may not have towards secondary school (Bagnall et al, 2021a).…”