Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642989
Title: An exploration of the factors that support a successful transition from primary to secondary school for children with social emotional and behavioural difficulties : the child's perspective
Author: Thackeray, Lauren
ISNI:       0000 0004 5353 4356
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2014
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Abstract:
Primary to secondary transition has been identified as a poignant marker in a child’s education. Most children adapt to their new school following an initial dip in attainment and well-being. However for a small minority, the negative impacts are more long lasting (West, Sweeting & Young, 2010). The aim of this research was to explore the factors which support successful transition from primary to secondary school for young people with Social, Emotional and Behavioural Difficulties, in order that support can be developed. The study utilised a sequential mixed methods design, with a complementary quantitative and principal qualitative phase, to elicit and explore the transition experiences of the young people. The sample comprised of 24 Year 7 students who were placed on the Special Educational Needs register for Social Emotional and Behavioural Difficulties. Questionnaires gathered quantitative data, highlighting which participants experienced more and less successful transition to secondary school. Interpretative Phenomenological Analysis was chosen to frame the qualitative phase. Semi-structured interviews were conducted with nine students, those who reported experiencing the most and least successful transitions. The quantitative data analysis revealed the majority of participants experienced success within one area of their transition, with most students noting an increased interest and school and school work. The qualitative data built upon this to provide a more in-depth account of the students’ experiences. This revealed that while their experiences were similar to those reported in previous research, the importance of receiving social and emotional support throughout this process was highlighted. For those in the most successful group, secondary school seemed to better meet their social, emotional and behavioural needs, whereas for the least successful group the increased independence and freedom was often experienced as overwhelming. This study provides a unique insight into the primary to secondary transition for YP with SEBD.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Ch.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.642989  DOI: Not available
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