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Improving the transfer to secondary school: how every child's voice can matter
Open accessAbstract
Children in their final year of primary school (Year 6) were asked about their experiences of transition to high school so far. This multi‐method study included questionnaires, discussion, drawing and writing. The children raised a range of issues including mixed feelings; friends; bullying; getting lost; race; being the only child from their primary school; teachers; growing up; and school choice. Learning issues were rarely raised, suggesting that the social aspects of the move are most important for children at the end of Year 6. Most students wanted as much experience of their new school as possible, before they start attending there as a pupil. A key finding from this study is that children can be a very valuable resource in improving transition. Given accessible opportunities, which need not take up large amounts of time or resources, all children can inform the transition process and contribute to ongoing improvement.
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“directly asking participants to share their transition experiences using qualitative methodology can help us to better understand lived experiences inherent in the process and experience of this period of time (Ashton, 2008).”
From What emotional‐centred challenges do children attending special schools face over primary–secondary school transition? (2021) · cites this paper as Ashton, 2008
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Research works printed but not linked: 24
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Cited by
van Rens, M., Haelermans, C., Groot, W., & Maassen van den Brink, H. (2018) · Adolescent Research Review · doi:10.1007/s40894-017-0063-2 · Cited by 123
“This is particularly remarkable because, although the literature shows the need to help children to develop their social and personal skills and to enhance their self-esteem (Ashton 2008; Coffey 2013; Gillison et al. 2008; Zeedijk et al. 2003), there is a lack of proven effective interventions in this area.”
BackgroundInfluentialBagnall, C. L., Fox, C. L., & Skipper, Y. (2021) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.12507 · Cited by 37
Jindal‐Snape, D., Bradshaw, P., Gilbert, A., Smith, N., & Knudsen, L. (2023) · Review of Education · doi:10.1002/rev3.3444 · Cited by 33
Metadata
- Authors
- ASHTON, R.
- Corresponding author
- ASHTON, REBECCA
- ORCID
- ASHTON, REBECCA
- Venue
- Support for Learning
- Publisher
- Wiley
- Published
- 2008-11
- Volume
- 23
- Issue
- 4
- Pages
- 176-182
- ISSN
- 0268-2141 (ISSN-L)
- 1467-9604
- OpenAlex
- W2067123249
- Cited by
- 78
- References
- 0
- Citations by year
- 2026: 5 · 2025: 3 · 2024: 2 · 2023: 5 · 2022: 3 · 2021: 6 · 2020: 8 · 2019: 8 · 2018: 4 · 2017: 3 · 2016: 5 · 2015: 4 · 2014: 4 · 2013: 6 · 2012: 4
- FWCI
- 10.98
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Support for Learning (publishedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Education › Inclusive Education and Diversity
- Keywords
- transition to secondary school, Year 6 pupils, children's perspectives, pupil voice, school choice, bullying, friendship, getting lost, race, teachers
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
