When is the ‘optimal’ time for school transition? An insight into provision in the US

Abstract

Across countries, the age and timing of when children navigate school transition varies, as does provision of support during this challenging time. These two factors can heavily shape young people's adjustment, yet to date there is minimal research which has investigated how this period is navigated in different cultures. The aim of the present exploratory-explanatory case study was to explore how educational transitions are managed and supported within the US, with a view to apply the lessons learnt to the UK context. Parents in the US have more choice regarding the age and timing of when children transfer schools, and so the research examined differences in transition preparations and experiences by children's age, and whether they are in a two or three tier school system. To do this, data collection methodologies included ethnographic classroom observations, student focus groups and staff and parent interviews, which were analysed using Thematic Analysis. Findings demonstrated that the earlier the transition, especially between the ages of 11 and 12, the harder it was perceived to be, and stakeholders had differing attitudes as to whether two transitions are better than one. It was concluded that while the present study has made preliminary progress in exploring the significance of transfer timing on students' adjustment, further longitudinal and intervention comparative research is needed using wider cross-cultural samples.

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

“…The content, delivery and evaluation of TaST was informed by a thorough literature review, in addition to three preliminary research studies, see Bagnall (2020) [7]. Each session had a lesson plan script, accompanying PowerPoint presentation slides and each child worked from a transition workbook.…”

“…This was supported by findings from Bagnall et al's (2019) [6] UK focus group research, where children discussed the importance, but also difficulty in managing their emotions over primary-secondary school transition. Bagnall et al's (2021) [7,8] case study research in the USA sheds further light on these findings, outlining how children's developmental readiness for school transition, which included being emotionally stable, mature and exhibiting good coping skills and self-advocacy, significantly shaped their adjustment to the new school environment following school transition.…”

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

“…Schools can build children’s resilience by integrating transition support throughout primary school (Bagnall et al., 2021b ). As discussed in the present research, this may include transition visits to prospective secondary schools and transition activities in class integrated within the final two years of primary school.…”

“…It can also provide an opportunity to scaffold protective skills, such as feelings of control, safety, and emotional resilience (White, 2020 ). See Bagnall et al., ( 2021b ) for some helpful suggestions of activities. This will not only help children cope with the uncertainty surrounding Covid‐19 in the short term, but could also feed‐forward to help them develop a positive view towards the transition.…”

“…Recommendation 1: Focus on children's resilience, emotional well-being, and coping skills throughout primary school to support children to view primary-secondary school transition more positively Schools can build children's resilience by integrating transition support throughout primary school (Bagnall et al, 2021b). As discussed in the present research, this may include transition visits to prospective secondary schools and transition activities in class integrated within the final two years of primary school.…”