Talking about School Transition (TaST): an emotional centred intervention to support children over primary-secondary school transition

Bagnall, Charlotte Louise

doi:10.1080/02643944.2020.1713870

Cited by 17 publications

(20 citation statements)

References 50 publications

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“…Building on the theoretical limitations discussed above, TaST is informed by preliminary qualitative research conducted with transfer children, parents and teachers in the UK and USA in mainstream and special schools. TaST was also theoretically underpinned by Resilience Theory (Bagnall, 2020) [20]. Recognising that external protective factors, such as social support obtained from key stakeholders, and internal protective factors namely one's coping abilities, can shape children's response to transfer stressors [21], TaST aimed to improve children's adjustment over primary-secondary school transition, by encouraging children to draw on the support they can potentially receive from parents, teachers and classmates, and improve children's coping efficacy.…”

Section: Tast Overview and Change Mechanismsmentioning

confidence: 99%

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

Bagnall¹,

Fox

Skipper

et al. 2021

Adv Educ Res Eval

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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.

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Section: Tast Overview and Change Mechanismsmentioning

confidence: 99%

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

Bagnall¹,

Fox

Skipper

et al. 2021

Adv Educ Res Eval

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show abstract

“…In sum, the present study has made a significant contribution to the field by demonstrating the importance of investigating how children with more specific SEN difficulties, such as SEMH difficulties, cope with primary–secondary school transition and how they are supported, which to date has received limited attention. Given that emotional‐centred support provision is limited in schools and research (Bagnall, 2020), understanding how children with added emotional difficulties are supported and cope with transition anxieties, on top of their pre‐existing difficulties, has significant practical implications in informing emotional‐centred transition support interventions. [Correction made on 11 April 2021, after first online publication: '(author, (2020)' in the preceding statement has been corrected to '(Bagnall, 2020)' in this version.]…”

Section: Discussionmentioning

confidence: 99%

“…To date, we have a limited empirical understanding of children’s emotional experiences in the lead up to and over primary–secondary school transition (Bagnall, 2020). [Correction made on 11 April 2021, after first online publication: '(author, 2020)' in the preceding statement has been corrected to '(Bagnall, 2020)' in this version.]…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, practically, while some interventions have been developed to counter the negative outcomes children commonly experience over primary–secondary school transition, emotional‐centred support provisions are limited in number and face challenges in both mainstream and special schools. See Bagnall (2020) for a full outline of limitations pertaining to emotional‐centred primary–secondary school transition interventions. [Correction made on 11 April 2021, after first online publication: 'author (2020)' in the preceding statement has been corrected to 'Bagnall (2020)' in this version.]…”

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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“…Figuring a sense of belonging is pertinent when learners experience changes to their educational contexts. Such transitions, into or between levels of education, are periods of change and upheaval for all learners and their experience of settling into a new school, for example, impacts upon their relative levels of wellbeing (Bagnall 2020). Transitions can provide opportunities for establishing new identities but they can also reinforce marginalised positioning resulting from teachers' views of particular groups of children (Walters 2007).…”

Section: Schools Marginalisation and Transitionsmentioning

confidence: 99%

Developing inclusive communities: understanding the experiences of education of learners of English as an additional language in England and street-connected children in Kenya

Corcoran

Kaneva

2021

International Journal of Inclusive Education

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The Salamanca Statement and subsequent international calls to action around inclusive education aim to meet Education for All goals and foster inclusive communities for learners within mainstream education.However, there are diverse interpretations of what inclusion means in practice that vary across local, national and international contexts. In developing inclusive pedagogies with teachers at the forefront of providing support, the use of labels to categorise particular groups of learners according to perceived learning needs can further marginalise them, affecting their sense of belonging in school and their academic and social identities. We present case studies drawn from two doctoral studies conducted in contextually and culturally different settings to understand learners' experiences of marginalisation in education. The experiences of learners of English as an additional language transferring from primary to secondary school in England illustrate marginalised positioning assigned by teachers' perceptions. The ability to 'settle in' to school of street-connected children transitioning (back) into education in Kenya is influenced by their interactions with peers, teachers and the wider community on and after the street. Findings emphasise the need for understanding experiences through shared narratives and dialogue, starting with learners' experiences to develop pedagogies and foster inclusive communities within and beyond schools.

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Talking about School Transition (TaST): an emotional centred intervention to support children over primary-secondary school transition

Cited by 17 publications

References 50 publications

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

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

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

Developing inclusive communities: understanding the experiences of education of learners of English as an additional language in England and street-connected children in Kenya

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