Supporting the transition from Primary to Secondary school for pupils with social, emotional and behavioural needs: a focus on the socio-emotional aspects of transfer for an adolescent boy

ABSTRACT

Transitions represent an important milestone for children and are experienced differentially. For some children, transitions represent a critical period that can have a long-term impact on their lives. This paper examines the socio-emotional aspects of the transition through an exploration of the findings derived from an evaluative case study of a group-work intervention to support children with Social, Emotional and Behavioural Needs across the Primary-Secondary transition, seen through the eyes of an adolescent boy and related stakeholders. The study took place in two local authorities in Scotland. The intervention is informed by the ‘Teaching for Understanding Framework’ (Project Zero, Harvard University) and ‘Multiple Intelligence Theory.’ The study examines the impact of the intervention on participating pupils, in the process exploring the variables that impacted on pupil progress both internal and external to the intervention. The findings highlight the importance of: building trustful and respectful relationships between adults and children; creating a safe environment in which children will be listened to and cared for; high quality pedagogy and continuity and progression across the transition; and understanding the complexity of factors which may impact on the transition for individual children, particularly for those who may be at greater risk across it.

KEYWORDS:

• Primary-Secondary transition
• social
• emotional and behavioural needs
• socio-emotional development
• social constructivism
• multiple intelligence theory
• relationships
• belongingness

Disclosure statement

No potential conflict of interest was reported by the author.

Research Question 1

To what extent (if any) have pupils developed further:

RQ1.1 intrapersonal intelligence (understanding of self)

RQ1.2 interpersonal intelligence (understanding of others)?

Research Question 2

To what extent (if any) has this impacted upon pupils’:

RQ2.1 capacity to regulate their behaviour with good judgement in a range of contexts

RQ2.2 capacity to form and maintain effective interpersonal relationships

RQ2.3 capacity for empathy

RQ2.4 self-esteem and confidence

RQ2.5 dispositions towards learning and school and sense of self-efficacy in learning

Research Question 3

RQ3.1 What are the variables (internal and external to the approach) which have impacted upon pupil progress?

Research Question 4

What can be learned from the study to inform policy and practice in the following areas?

RQ4.1 Pedagogy

RQ4.2 The transition process from Primary to Secondary

RQ4.3 The inclusion of and support for pupils with SEBN in mainstream schools?

Additional information

Funding

This study has been supported by the Esmée Fairbairn Foundation: Project 10-0777.

Notes on contributors

Joan Gaynor Mowat

Dr Joan Mowat is a Senior Lecturer in the School of Education at the University of Strathclyde. Her principal research interests are within the fields of inclusion and leadership with specific foci being children and young people with social, emotional and behavioural needs and leadership for social justice. Her most recent work has focussed on the relationship between poverty, attainment and children’s mental health and wellbeing.