Exploring the longitudinal association between interventions to support the transition to secondary school and child anxiety
Abstract
School transition at around 11‐years of age can be anxiety‐provoking for children, particularly those with special educational needs (SEN). The present study adopted a longitudinal design to consider how existing transition strategies, categorized into cognitive, behavioral or systemic approaches, were associated with post‐transition anxiety amongst 532 typically developing children and 89 children with SEN. Multiple regression analysis indicated that amongst typically developing pupils, systemic interventions were associated with lower school anxiety but not generalized anxiety, when controlling for prior anxiety. Results for children with SEN differed significantly, as illustrated by a Group × Intervention type interaction. Specifically, systemic strategies were associated with lower school anxiety amongst typically developing children and higher school anxiety amongst children with SEN. These findings highlight strategies that schools may find useful in supporting typically developing children over the transition period, whilst suggesting that children with SEN might need a more personalized approach.
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Few empirical studies (only 17% in Neal et al.'s review) include children with special educational needs in their samples.
“few empirical studies (only 17% in Neal et al.'s (2016) review) include children with SEN in their samples.”
From What emotional‐centred challenges do children attending special schools face over primary–secondary school transition? (2021) · cites this paper as Neal et al., 2016
Systemic intervention focused on creating consistency across primary and secondary schools predicted higher anxiety for children with special educational needs but lower anxiety for children without special educational needs.
“Systemic intervention, which focused on creating consistency across primary and secondary schools, predicted higher anxiety for children with SEN but predicted lower anxiety amongst children without SEN.”
From What emotional‐centred challenges do children attending special schools face over primary–secondary school transition? (2021) · cites this paper as Neal et al., 2016
Children with special educational needs may need differentiated support for transition compared with children without special educational needs.
“However, Neal et al.'s (2016) findings are consistent with Maras and Aveling (2006) in suggesting that children with SEN may need differentiated support for transition than children without SEN.”
From What emotional‐centred challenges do children attending special schools face over primary–secondary school transition? (2021) · cites this paper as Neal et al., 2016
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- Authors
- Neal, S., Rice, F., Ng‐Knight, T., Riglin, L., & Frederickson, N.
- Affiliations
- University College London (GB)
- Corresponding author
- Neal, S.
- Venue
- Journal of Adolescence
- Publisher
- Wiley
- Published
- 2016-05-10
- Volume
- 50
- Issue
- 1
- Pages
- 31-43
- ISSN
- 0140-1971 (ISSN-L)
- 1095-9254
- OpenAlex
- W2366271617
- Cited by
- 49
- References
- 55
- Citations by year
- 2026: 8 · 2025: 3 · 2024: 4 · 2023: 5 · 2022: 6 · 2021: 7 · 2020: 11 · 2019: 3 · 2018: 2
- FWCI
- 7.40
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Adolescence (publishedVersion)
- PubMed (publishedVersion)
- ORCA Online Research @Cardiff (Cardiff University) (acceptedVersion)
- Open Research (University of Surrey) (submittedVersion)
- UCL Discovery (University College London) (submittedVersion)
- ORCA Online Research @Cardiff (Cardiff University) (submittedVersion)
- Funders
- Nuffield Foundation (EDU/40065)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- transition to school, secondary school entry, childhood anxiety, special educational needs, transition interventions, systemic intervention, cognitive intervention, behavioral interventions, school anxiety, generalized anxiety disorder, typically developing children
- MeSH terms
- Adaptation, Psychological, Anxiety, Child, Educational Status, England, Female, Humans, Longitudinal Studies, Male, Models, Psychological, School Health Services, Schools, Social Adjustment
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