Secondary school transition for children with special educational needs: a literature review
Abstract
Successful transition from primary to secondary school is important for psychosocial well‐being. Children with special educational needs ( SEN ) may face additional complexities at transition, although the impact of this process on children's psychosocial adjustment has been underexplored. The article aims to review systematically the literature exploring the impact of transition on the concerns and psychosocial adjustment of children with SEN in comparison to typically developing children. Published studies were identified through a systematic search of six electronic databases. Articles fulfilling inclusion criteria were reviewed and a quality criteria system was developed to rank studies. Children with specific learning difficulties perceive lower levels of social support and more peer victimisation after transition than typically developing children, but methodological limitations and the modest number of studies restricted the conclusions that could be drawn.
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Children with special educational needs report more anxieties and perceive changes associated with primary-secondary school transition more negatively both pre- and post-transition than mainstream peers.
“For example, children with SEN report more anxieties, and perceive changes associated with primary-secondary school transition more negatively both pre-and post-transition than mainstream peers (Hughes et al., 2013).”
From What emotional‐centred challenges do children attending special schools face over primary–secondary school transition? (2021) · cites this paper as Hughes et al., 2013
Children with SEN have been shown to negotiate more structural changes in support over primary-secondary school transition than their peers without SEN, which can lead to lower post-transfer ratings of school adjustment.
“This has been supported empirically; children with SEN have been shown to negotiate more structural changes in support over primary-secondary school transition than their peers without SEN, which can lead to lower post-transfer ratings of school adjustment (Hughes et al., 2013).”
From What emotional‐centred challenges do children attending special schools face over primary–secondary school transition? (2021) · cites this paper as Hughes et al., 2013
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West, P., Sweeting, H., & Young, R. (2010) · Research Papers in Education · doi:10.1080/02671520802308677 · Cited by 324 · see citing works
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A review of the academic and psychological impact of the transition to secondary education
Evans, D., Borriello, G. A., & Field, A. P. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01482 · Cited by 285 · see citing works
Neal, S., Rice, F., Ng‐Knight, T., Riglin, L., & Frederickson, N. (2016) · Journal of Adolescence · doi:10.1016/j.adolescence.2016.04.003 · Cited by 49 · see citing works
Vaz, S., Parsons, R., Falkmer, T., Passmore, A. E., & Falkmer, M. (2014) · PLoS ONE · doi:10.1371/journal.pone.0089874 · Cited by 48 · see citing works
Bagnall, C. L., Fox, C. L., & Skipper, Y. (2021) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.12507 · Cited by 32 · see citing works
- Authors
- Hughes, L. A., Banks, P., & Terras, M. M.
- Corresponding author
- Hughes, Laura A.
- ORCID
- Terras, Melody M.
- Venue
- Support for Learning
- Publisher
- Wiley
- Published
- 2013-02
- Volume
- 28
- Issue
- 1
- Pages
- 24-34
- ISSN
- 0268-2141 (ISSN-L)
- 1467-9604
- OpenAlex
- W2076997325
- Cited by
- 77
- References
- 1
- Citations by year
- 2026: 6 · 2025: 4 · 2024: 5 · 2023: 10 · 2022: 7 · 2021: 9 · 2020: 9 · 2019: 9 · 2018: 4 · 2017: 3 · 2016: 3 · 2015: 3 · 2014: 5
- FWCI
- 16.53
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Support for Learning (publishedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Inclusive Education and Diversity
- Health Sciences › Health Professions › Speech and Hearing › Adolescent and Pediatric Healthcare
- Keywords
- transition to school, special educational needs, psychosocial adjustment, social support, peer victimization, learning disabilities, children with disabilities
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