Exploring the experience of students making the transition from primary school to secondary school: An interpretative phenomenological analysis of the role of friendship and family support

May combine two claims.

The majority of studies on transition have been quantitative with fewer accounts focusing directly on pupils' lived experiences.

“Whilst there is a lot of research in existence, it is disparate in terms of focus (West, Sweeting, & Young, 2010) and the majority of studies have been quantitative with fewer accounts published that focus directly on pupils' lived experiences (see review by Rens, Haelermans, Groot, & van den Brink, 2018, for some notable exceptions).”

• cites West, Sweeting, & Young, 2010 sourceNot checked — no full text of the source
• cites Rens, Haelermans, Groot, & van den Brink, 2018 sourcePartly supported

  The Discussion says few studies focus on children’s perspectives, supporting the claim that accounts of pupils’ experiences are relatively scarce. The Method says most data were collected through questionnaires and interviews, but it does not establish that a majority of transition studies were quantitative; interviews can also be qualitative. (LLM, conf=0.85)

  Experimental — accuracy not yet measured

Probably not a substantial claim: may not pass S2 (checkable).

There is a need for research that focuses on the perspective of children themselves.

“Further, as argued by Rens et al. (2018) in their review of the available evidence on the topic, there is a need for research that focuses on the perspective of children themselves”

• cites Rens et al. (2018) sourceSupported

Classified as probably not a substantial claim. May combine two claims.

The four ways parents can support children at transition are altering how their child interacts with risk at transition, decreasing the number of risk factors at transition through their active involvement, providing opportunities for positive development that may impact their child's experience of risk at transition, and attempting to increase their child's self-esteem and efficacy, which may帮助?

“These were altering how their child interacts with risk at transition, decreasing the number of risk factors at transition through their active involvement, providing opportunities for positive development that may impact their child's experience of risk at transition and attempting to increase their child's self-esteem and efficacy, which may help their child overcome negative transition”

• cites Jindal-Snape and Miller (2008) sourcePartly supported

  The Concept of Resilience section describes the same four protective processes, and the Resilience and transition section links protective factors at home to primary-secondary transition. The paper presents these as general processes, however, not specifically as four actions for parents; it also does not specify parental active involvement as the means of reducing risk factors. Page numbers were not available in our copy. (LLM, conf=0.84)

  Experimental — accuracy not yet measured

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Jindal-Snape and Miller (2008) adapted Rutter's (1987) four-part model of protective factors which mediate risk at key life turning points and recommended four ways in which parents can support children at transition.

“Jindal-Snape and Miller (2008) adapted Rutter's (1987) four-part model of protective factors which mediate risk at key life turning points and recommended four ways in which parents can support children at transition.”

• cites Jindal-Snape and Miller (2008) sourcePartly supported

  The Concept of Resilience (page unavailable) describes Rutter’s four protective processes for mediating risk at life turning points. But Some Implications for Professionals (page unavailable) says its strategies focus on schools and teachers, while noting their relevance to families; it does not recommend four distinct ways for parents to support children at transition. (LLM, conf=0.88)

  Experimental — accuracy not yet measured
• cites Rutter (1987)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

When arriving at secondary school, the majority of pupils have mobile phones.

“This extract also introduces the use of mobile phones and that when arriving at secondary school the majority have mobile phones”

May combine two claims.

Pupil 3 was struggling and found her parents' responses made her situation harder.

“There was also an example, in Pupil 3, of a participant struggling but actually finding that the way her parents were responding to her was making her scenario harder”

May combine two claims.

Analysis showed that pupils worried about the transition very little whilst in primary school but that anxiety built over the summer break and continued into the start of Year 7.

“Analysis showed that pupils worried about the transition very little whilst in primary school but that anxiety built over the summer break and continued into the start of Year 7.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Pupil 9 took comfort in help from his Mum and Dad.

“Pupil 9 took a lot of comfort in the help from his Mum and Dad”

Probably not a substantial claim: may not pass S3 (load-bearing).

Additional themes also emerged including Bullying, Teacher Style, Independence and Responsibility, Homework, and Mindset.

“additional themes also emerged including Bullying, Teacher Style, Independence and Responsibility, Homework, and Mindset.”

May combine two claims.

In every interview, the importance of family support was clear, both emotional and practical.

“In every interview the importance of family support was clear, this was both in terms of emotional support and practical support.”

May combine two claims.

Pupils with an older sibling showed less anxiety and more excitement in the build-up to transition.

“Throughout the interviews, for those who did have an older sibling there seemed to be less anxiety and more excitement in the build up to making the transition.”

May combine two claims.

Managing the changing nature of friendships is the bigger area of concern and stays with many pupils throughout the first year of secondary school, with both positive and negative impacts.

“and then the bigger area of concern and the thing that stays with many of them throughout the first year of secondary school is managing the changing nature of their friendships which can have both positive and negative impacts.”

May combine two claims.

Pupil 3 no longer wanted to talk to her parents and therefore missed out on support that many other pupils relied on and took comfort in.

“This results in her no longer wanting to talk to them and therefore missing out on the support that so many of the other pupils seem to rely on and take comfort in.”

May combine two claims.

These pupils showed a mixture of newfound independence and still needing backup support at home, consistent with being 11 years old and maturing at different rates.

“For all of these pupils there seemed to be a mixture of new found independence however still needing that back up support at home which was a reminder that they are still fairly young at 11 years old with some maturing more quickly than others.”

May combine two claims.

For some pupils, friendships became more supportive, and friends used each other to help with academic and personal problems.

“It was also clear that friendships also become more supportive for some and that friends are using each other to help with problems -both academically and personally.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Pupil 4 found comfort in knowing her Mum could contact the school if needed.

“For Pupil number 4 there seemed to be a lot of comfort in knowing that her Mum could contact the school if she needed to”

May combine two claims.

For a few participants, continued uncertainty about friendships and friendship groups caused continued anxiety and was the one thing that might prevent them from feeling settled.

“It seemed to be that for a few of the participants in this study this was the case and that the continued uncertainty about friendships and friendship groups was causing them continued anxiety and was the one thing that might be preventing them from truly feeling settled.”

May combine two claims.

When struggling with new homework pressures, pupils' first reaction for help was from friends rather than teachers or parents, and this was common especially for homework challenges.

“This shows that when struggling with the new pressures of homework this pupil's first reaction for how they get help is from friends, not from teachers or parents -and this seemed to be common, especially when it came to homework challenges.”

May combine two claims.

Having an older sibling hugely reduced nerves before arriving, and most participants did not feel the need to visit the school before starting because it already felt familiar.

“It also seemed to hugely reduce the nerves before arriving and with most participants they did not even feel the need to visit the school before they started as it already felt like a familiar place to them that they had been to for more relaxed reasons than due to it being their future school.”

May combine two claims.

For some pupils, friendship changes had settled, while others were still experiencing shifts in friendship groups and finding their stable group.

“For some this seemed to now be settled but others were still experiencing shifts in friendship groups and finding their stable group”

May combine two claims.

Parental intervention was positive for most, but in one example it had a negative impact and resulted in the pupil covering up bullying.

“This was positive for most with one example of where parental intervention was having a negative impact and resulting in the pupil covering up the bullying that they were experiencing.”

May combine two claims.

Making friends is a key concern to pupils during the summer before they arrive at secondary school, but this concern quickly dissipates.

“This theme of Friendship seemed to illustrate that whilst making friends is a key concern to pupils during the summer before they arrive at secondary school this quickly dissipates”

May combine two claims.

Several participants mentioned the importance of Mum being at home; it was a great comfort to know they would return to a safe place with someone to talk things through with.

“This extract shows the importance of Mum being at home -several participants mentioned this, it seemed to be a great comfort to know that they would get back and have that safe place with someone to talk things through with.”

May combine two claims.

Across the majority of pupils, they were still very reliant on support from home, and where it was in place it made a huge difference to their transition experience.

“This seemed to be the case across the majority of the pupils here that they were still very reliant on the support from home and that where that was in place it made a huge difference to their experience of transition.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Pupil 6 worried that parents would be stricter at secondary school and suggested parents were 'nice' at primary school but not quite so 'nice' now.

“It seemed that Pupil 6 might have been told that she was older and more mature and it worried her that parents would be stricter and went as far to refer to them being 'nice' at primary school suggesting that they were not quite so 'nice' now.”

May combine two claims.

Although initial anxiety was short-lived, the theme of friendships continued throughout the first year at secondary for most of the pupils, with the focus seeming to be less on making friends and more on the changing nature of those friendships.

“Although this initial anxiety was short-lived, the theme of friendships continued throughout the first year at secondary for most of the pupils with the focus seeming to be less on making friends but more on the changing nature of those friendships.”

May combine two claims.

Pupils with older siblings built a relationship with the school over time through attending events, which had a bigger impact on feeling settled than structured formal transition events.

“The pupils with older siblings also seem to have started to build a relationship with the school over time through attending events at the school which seemed to have had a much bigger impact on feeling settled at school than the more structured formal events organized as part of the transition.”

May combine two claims.

There was very little mention of leaving friends behind, and for many participants their new secondary school friends seem to be their main group of friends now despite having spent years at school with their primary school friends.

“There was very little mention of leaving friends behind and for many of the participants their new secondary school friends seem to be their main group of friends now despite having spent years at school with their primary school friends.”

May combine two claims.

Most pupils had now settled at secondary school and, despite initial concerns, this happened fairly quickly.

“In analyzing the interviews using IPA methodology it was certainly the case, as found in many studies, that most of the pupils had now settled at secondary school and, despite their initial concerns, that this had happened fairly quickly.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The analysis led to the formation of 7 main themes.

“The analysis led to the formation of 7 main themes, however only the first 2 main themes are presented as outlined below.”

May combine two claims.

For eight of nine pupils, although mostly settled, there were still areas causing anxiety and they were looking for support even near the end of their first year.

“A key finding of this study was that for eight of the nine pupils, although they were mostly settled, there were still areas that were causing them anxiety and that they were looking for support with even though they were nearly at the end of their first year.”

May combine two claims.

The issue that impacted most at this stage was the changing nature of friendships, and this was continuing for many 10 months into transition.

“The issue that impacted most at this stage was the changing nature of friendships and this was continuing for many still, 10 months into their transition.”

May combine two claims.

Other issues identified by a sizeable proportion of both primary and secondary pupils were relationships with peers, fears of getting lost, and handling the new workload.

“Other issues identified by a sizeable proportion of both the primary school and secondary school pupils were their relationships with peers, fears of getting lost, and handling the new workload.”

• cites Zeedyk et al. (2003) sourceNot checked — no full text of the source

May combine two claims.

Not all students will experience negative transition-related challenges, and for many the post-transition anxieties may reduce within the first term of starting secondary school.

“It is important to note that not all students will experience these negative transitionrelated challenges, and for many the post-transition anxieties may reduce within the first term of starting secondary school (Galton, Morrison, & Pell, 1999).”

• cites Galton, Morrison, & Pell, 1999Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

A large proportion of primary school pupils stated that they were not concerned about anything at all about the transition.

“Interestingly, a key observation of this study was that a large proportion of the primary school pupils stated that they were not concerned about anything at all about the transition.”

• cites Zeedyk et al. (2003) sourceNot checked — no full text of the source

May combine two claims.

For many students, the transition is an overwhelming process where adequate support is essential.

“and for many students, the transition is an overwhelming process where adequate support is essential (Bloyce & Fredrickson, 2012).”

• cites Bloyce & Fredrickson, 2012 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The transition from primary to secondary school has long been recognized as one of the most challenging times in a young adolescent student's education.

“This transition has long been recognized as one of the most challenging times in a young adolescent student's education (Hopwood, Hay, & Dyment, 2016).”

• cites Hopwood, Hay, & Dyment, 2016 sourceNot checked — no full text of the source

• AssumptionRests on an assumption: The potential impacts of the transition on children's future lives and mental health are so significant that the subject has been debated for some years.

Probably not a substantial claim: may not pass S3 (load-bearing).

The challenges that children face during transition can be many and varied, ranging from increased anxiety to low mood to stress and a lack of motivation.

“The challenges that they face can be many and varied, ranging from increased anxiety to low mood to stress and a lack of motivation (Hopwood, Hay, & Dyment, 2014;Rice, 2001;West et al., 2010).”

• cites Hopwood, Hay, & Dyment, 2014 sourceNot checked — no full text of the source
• cites Rice, 2001 sourceNot checked — no full text of the source
• cites West et al., 2010 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Anxiety disorders typically have an age of onset in childhood and adolescence which can result in significant disability in social and occupational functioning.

“This is particularly important given that anxiety disorders typically have an age of onset in childhood and adolescence which can result in significant disability in social and occupational functioning (Van Ameringen, Mancini, & Farvolden, 2002).”

• cites Van Ameringen, Mancini, & Farvolden, 2002 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The analysis followed very closely the four-stage process described in Smith and Osborn (2008).

“The analysis followed very closely the four-stage process described in Smith and Osborn (2008).”

• cites Smith and Osborn (2008) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In 2004 the Government's Five Year Strategy for Children and Learners acknowledged that too many children find the primary to secondary transition difficult with some falling back in their learning as a result.

“In 2004 the Government's Five Year Strategy for Children and Learners acknowledged that too many children find the primary to secondary transition difficult with some falling back in their learning as a result (Evangelou et al., 2008).”

• cites Evangelou et al., 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The SCQ is a useful tool in understanding pupil response to this transition but is not able to show the nuances that may be at play for each individual child that would be captured by using qualitative methods.

“Although one of the conclusions from the study was that the SCQ is a useful tool in understanding pupil response to this transition, it is not able to show the nuances that may be at play for each individual child that would be captured by using qualitative methods.”

• cites Rice, Fredrickson, and Seymour (2011) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The school was a state-funded institution with intakes from a large number of local 'feeder schools', meaning that often pupils arrive with no friends or a very small number (3-4), which can be particularly challenging as opposed to arriving with a large number of peers.

“The school was a state-funded institution with intakes from a large number of local 'feeder schools' meaning that often pupils are arriving with no friends or a very small number (3-4), which can be particularly challenging as opposed to arriving with a large number of peers (see Gibson & Telhaj, 2016).”

• cites Gibson & Telhaj, 2016Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims. The quote only partly states this claim.

Being bullied and homework were the most highly endorsed concerns both pre- and post-transition in both Zeedyk et al. and Rice et al.

“There were similarities in the findings between this study and that of Zeedyk et al. (2003) in terms of being bullied and homework being the most highly endorsed concerns both pre-and post-transition.”

• cites Zeedyk et al. (2003) sourceNot checked — no full text of the source
• cites Rice, Fredrickson, and Seymour (2011) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

They also illustrate the different approaches that are being taken in investigating the issues and the lack of in-depth understanding of the transition from a child's perspective.

“They also illustrate the different approaches that are being taken in investigating the issues and the lack of in-depth understanding of the transition from a child's perspective.”

• AssumptionRests on an assumption: Current interventions for transition are varied and largely ineffective with a lack of focus on the experience through the child's eyes.

Probably not a substantial claim: may not pass S3 (load-bearing).

The final sample size was limited to 9 based on the number of parents and children available/volunteering to take part.

“The final sample size was limited to 9 based on the number of parents and children available/volunteering to take part.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Children can move into larger cliques of friends post-transition.

“and can move into larger cliques of friends (Symonds, 2009).”

• cites Symonds, 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

For children still in primary school, environmental and procedural features (e.g., changing classes and size of school) were highly endorsed, and this was seen slightly less for those who had already made the transition.

“For children still in primary school environmental and procedural features e.g.changing classes and size of school were highly endorsed.This was seen slightly less for those who had already made the transition.”

• cites Rice, Fredrickson, and Seymour (2011) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Primary school pupils were widely of the view that academic ability was important for managing the transition, but did not endorse any other skill with any frequency.

“Primary school pupils were widely of the view that academic ability was important for managing the transition, but did not endorse any other skill with any frequency”

• cites Zeedyk et al. (2003) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Nine participants took part and represented a reasonably homogeneous, purposive sample.

“Nine participants took part and represented a reasonably homogeneous, purposive sample (Smith & Osborn, 2008).”

• cites Smith & Osborn, 2008 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Zeedyk et al. (2003) key suggestions to ease transition were teacher visits from secondary school teachers, former pupils speaking at primary school, and using a buddy system.

“Zeedyk et al. (2003) also asked for suggestions as to how to ease the transition with the key suggestions being teacher visits from secondary school teachers, former pupils coming to speak at the primary school, and using a buddy system to help to ease the transition.”

• cites Zeedyk et al. (2003) sourceNot checked — no full text of the source

May combine two claims.

At transition, old friendships are dismantled, new ones form, and old friends are introduced to new ones in larger peer groups.

“Old friendships are dismantled, new ones form, and old friends are introduced to new ones in larger peer groups.”

• cites Weller (2007) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Children's relatedness with peers undergoes big changes at transition.

“Weller (2007) stated that children's relatedness with peers undergoes big changes at transition.”

• cites Weller (2007) sourceNot checked — no full text of the source

May combine two claims.

Mobile phones allow pupils an independent level of contact with friends, which facilitates the assistance friends give each other outside formal school structures.

“and so can have an independent level of contact with friends which seems to facilitate this assistance that they can give each other outside of the formal structures of the school.”

Classified as probably not a substantial claim.

A semi-structured interview schedule was designed with IPA guidelines and the age of the children in mind.

“A semi-structured interview schedule was designed with IPA guidelines and the age of the children in mind.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

For secondary pupils who had already made the transition, academic matters were not prioritised; instead they emphasized time management, ability to focus, good behaviour, and social skills as useful.

“For the secondary pupils who had already made the transition, academic matters were not prioritised and instead they emphasized time management, the ability to focus on a task, good behaviour and social skills as useful”

• cites Zeedyk et al. (2003) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

For children's transitions to be successful, three factors needed to be considered at both local authority and school levels: social adjustment, institutional adjustment, and curriculum interest and continuity.

“They concluded that for children's transitions to be successful, three factors needed to be considered at both local authority and school levels.These were: social adjustment -”

• cites Evangelou et al., 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

An Interpretative Phenomenological Analysis was conducted as it was congruent with the focus on exploring in detail how students are making sense of their personal and social world during the transition.

“An Interpretative Phenomenological Analysis was conducted as it was congruent with the focus on exploring in detail how students are making sense of their personal and social world (Smith & Osborn, 2008) during the transition.”

• cites Smith & Osborn, 2008 sourceNot checked — no full text of the source

May combine two claims.

Analysis of Zeedyk et al.'s data was restricted to a descriptive level due to the relatively large size of the study, meaning it lacked depth of understanding of the experience of the pupils.

“Whilst this study is widely quoted and identified some clear themes that seem to be consistent with other literature, analysis of the data was restricted to a descriptive level due to the relatively large size of the study.”

• Also stated in: § Concerns about the transition -child's perspective · plain

  “Any form of inferential analysis would have been impractical to complete meaning that what it lacked was any depth of understanding of the experience of the pupils and what could be learned from that.”

Probably not a substantial claim: may not pass S3 (load-bearing).

In time, children are able to make a better matched group of friends post-transition.

“however, in time, children are able to make a better matched group of friend's posttransition (Weller, 2007)”

• cites Weller, 2007 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Many respondents suggested that liaison with the secondary school should take place steadily throughout the year rather than confined to a few days in the final term.

“Many of the respondents also suggested that the process of liaison with the secondary school should take place steadily throughout the year, rather than be confined to a few days in the final term which currently seems to be the case for many primary schools.”

• cites Zeedyk et al. (2003) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Rice et al. identified five concerns with the highest mean ratings both pre- and post-transition.

“Through use of this questionnaire they identified five concerns with the highest mean ratings both pre-and posttransition.”

• cites Rice, Fredrickson, and Seymour (2011) sourceNot checked — no full text of the source

The quote only partly states this claim.

The dynamics of friendship have shifted quite fundamentally for the pupil who had mainly male friends at primary school and played football.

“This is another good demonstration of how the dynamics of friendship have shifted quite fundamentally for this pupil.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The strain of managing new peer relationships following transition is associated with decreases in self-worth over this period.

“Fenzel (2000) found that the strain of managing new peer relationships following transition was associated with decreases in self-worth over this period.”

• cites Fenzel (2000) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

These few studies illustrate the breadth of areas that can possibly be considered when designing the right interventions for pupils going through this transition, making the job of policy makers very difficult.

“These few studies illustrate the breadth of areas that can possibly be considered when designing the right interventions for pupils going through this transition making the job of the policy makers very difficult.”

• AssumptionRests on an assumption: Current interventions for transition are varied and largely ineffective with a lack of focus on the experience through the child's eyes.

Probably not a substantial claim: may not pass S3 (load-bearing).

The importance of the changing nature of friendships in this study aligns with the importance of social adjustment identified by Evangelou et al. (2008).

“This theme of the importance of the changing nature of friendships seemed to fit in line with the importance of social adjustment as identified by Evangelou et al. (2008) in their study.”

• cites Evangelou et al. (2008)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The EPPSE 3-14 sub-study found that most children had a positive experience of the transition but a noticeable minority did not.

“This study found that most children had a positive experience of the transition but a noticeable minority did not, and this fits in line with many other studies in this area.”

• cites Evangelou et al., 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Although the earlier period in secondary school is categorized by considerable fluctuation in anxieties, the more deep-seated ones only emerge later.

“It does seem to be the case that although the earlier period in secondary school is categorized by considerable fluctuation in anxieties, that the more deepseated ones only emerge later (Measor & Woods, 1984;Muldoon, 2005).”

• cites Measor & Woods, 1984Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Muldoon, 2005Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.