Supporting the transition from Primary to Secondary school for pupils with social, emotional and behavioural needs: a focus on the socio-emotional aspects of transfer for an adolescent boy

Mowat, Joan

doi:10.1080/13632752.2018.1564498

Cited by 6 publications

(4 citation statements)

References 39 publications

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“…In particular, it focuses on the challenges the school faces in doing this, and the implications this has for emotional‐centred support provision, that could be employed in schools more widely. Given that CYP spend a substantial length of their childhood in school, a setting that has a huge impact on children’s emotional, social and academic development and life skills (Taylor et al, 2017), greater focus on the school environment is significant, especially for children with SEMH difficulties whose voices are heavily underrepresented (Mowat, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Nonetheless, to date, no studies have specifically focussed on the experiences of children with SEMH difficulties leading up to and over primary–secondary school transition, which parallels broader educational research and practice, where the voice of children with SEMH difficulties is heavily underrepresented. This is the case even though children with SEMH difficulties exhibit lower feelings of school belonging and are more likely to receive punitive and exclusionary practices, which can only lead to further feelings of disempowerment (Mowat, 2019).…”

Section: Introductionmentioning

confidence: 99%

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What emotional‐centred challenges do children attending special schools face over primary–secondary school transition?

Bagnall

Fox

Skipper

2021

Research in Spec Educ Needs

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Primary–secondary school transition encompasses multiple social, academic and environmental changes which can negatively impact children’s emotional well‐being. Children with Social, Emotional and Mental Health difficulties (SEMH) are believed to be especially vulnerable during this time. However, the voices of children with SEMH are heavily underrepresented in this field within practice and research. The present case study examined how children with SEMH difficulties within one special school experience primary–secondary school transition and how they are supported, in order to make recommendations to improve this period. The case study was qualitative and longitudinal, conducted over 18‐months and methodologies included ethnographic observations, child photo‐elicitation focus groups (with 11 Year 6 children) and three adult interviews. Findings demonstrated that over primary–secondary school transition children with SEMH difficulties (a) negotiate significant structural changes in support (often unanticipated) and (b) need to feel a sense of safety and belonging. To manage this effectively, transition provision for children with SEMH difficulties needs to consider their short‐term emotional well‐being whilst still in primary school, in addition to their long‐term well‐being looking ahead to secondary school. Greater collaboration and communication across schools and stakeholders can help ensure children receive continuity in standards and support.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What emotional‐centred challenges do children attending special schools face over primary–secondary school transition?

Bagnall

Fox

Skipper

2021

Research in Spec Educ Needs

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“…Emotional intelligence is very important in all phases of life whether it is health, learning, personal growth or relationship with inner-self and outer world. Students who score better on self-awareness and empathy scales easily adapt to the environment when it changes and quickly make a solid social network around themselves (Mowat, 2019).…”

Section: Emotional Intelligencementioning

confidence: 99%

Study of Emotional Intelligence of High School Students in Relation to the School Climate and its Dimensions

Kaur,

Singh

2023

IJARESM

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Background: School climate has a notable impact on students’ emotional intelligence, as they spent a very crucial part of their life in schools. They begin the journey of their future from schools at the very early stage of their life. Purpose: This study aims to examine the relationship between emotional intelligence of high school students (N =150) in relation to the school climate. Method: This descriptive research was carried out on a sample of 150 students of 9thgradeof CBSE affiliated schools. For data collection School Climate Scale by Singh and Imam (2015) and Emotional Intelligence Test by Soni and Sharma (2009) were used. The normality of the data was checked using descriptive statistics (mean, median, mode, standard deviation, Skewness and Kurtosis) and inferential statistics (Pearson Correlation coefficient and Regression analysis) was used to measure relationship between the variables under study. Results: The findings of the studyreveals, school climate has significant positive correlation with emotional intelligence of the students which implies that the emotional intelligence of students and school climate are positivelyco-related. Conclusion: The study shows that students who study in positive school climate (which has reasonable freedom and result oriented environment)have more stable emotions as compared to the other students. Students feel motivated to learn and develop healthy emotions.Indeed, the quality of the school climate is the most predictive factor in any school’s capacity to promote student’s emotional intelligence.

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“…This period is associated with a rise in emotional and behavioural problems among students that often negatively affect their educational engagement and performance levels (Patton and Viner, 2007). Although studies have been conducted on primary to secondary school transition, the transition from middle to high school has not been well-documented (Mowat, 2019).…”

mentioning

confidence: 99%

Career path support for special needs students with social, emotional, and behavioural difficulties in middle school in Japan: a qualitative study

Fujino

Sato

2022

Humanit Soc Sci Commun

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Emotional and behavioural problems have marked adverse effects on school engagement and student performance. While previous studies have investigated the transition from primary to secondary school, middle to high-school transitions are not well-documented. Therefore, this qualitative study focuses on teachers charged with special needs classes in middle schools to identify their difficulties in supporting the career decisions of students with social, emotional, and behavioural difficulties. The study participants consisted of 18 teachers from special needs classes in Japanese middle schools. We identified three themes concerning teachers’ experiences: difficulties in determining students’ future trajectories, difficulties in collaborating with stakeholders, and teachers’ considerations of what is important. The findings suggest that the stigmas associated with social, emotional, and behavioural difficulties interfere career path choices of such students. Therefore, future studies about these students are essential for supporting career path-related decision-making among the teachers, students, and parents.

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Supporting the transition from Primary to Secondary school for pupils with social, emotional and behavioural needs: a focus on the socio-emotional aspects of transfer for an adolescent boy

Cited by 6 publications

References 39 publications

What emotional‐centred challenges do children attending special schools face over primary–secondary school transition?

What emotional‐centred challenges do children attending special schools face over primary–secondary school transition?

Study of Emotional Intelligence of High School Students in Relation to the School Climate and its Dimensions

Career path support for special needs students with social, emotional, and behavioural difficulties in middle school in Japan: a qualitative study

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