Children’s perspectives of their wellbeing during the transition from primary school to secondary school

Dillon, Peter

Abstract

Transitioning from Primary School to Secondary School is cited as one of the most challenging stages of a young person’s educational journey (Hopwood et al. 2016). Whilst the voice of the child is largely absent in existing literature, large scale quantitative studies report feelings of stress and anxiety in young people during transition (e.g. Uka and Uka 2020; Van Rens et al. 2019), leading to a decline in wellbeing and a pause or regression of attainment. This qualitative study advances our understanding of how children perceive their wellbeing during transition to secondary school by prioritising their authentic voice, leading to recommendations for future practice.

This instrumental case study was motivated by three research questions: (1) How do young people perceive the impact of the transition to secondary school on their wellbeing, and why? (2) How do young people’s perceptions of their wellbeing relate to the transition to secondary school change over time, and why? (3) What do children tell us about their experience of transitioning to secondary school and how we should manage the process?

Qualitative data was gathered using research conversations and a new research method: multi-literacy research conversations, which were conceptualised as part of this study. The study used a convenience sample of seven children who underwent this transition in 2021 and presents four themes following Reflexive Thematic Analysis of the data: (1) ‘An emotional journey’: Changing emotions during transition (2) ‘Perception is reality’: conceptualising secondary school. (3) ‘A New normal’: The experiences of secondary school. (4) ‘A Helping hand’: Supporting transition.

The findings challenge current literature that frames transition from the first day of secondary school onwards and focusses on how children adjust to the new setting and expectations. Conversants in this study felt the effects of transition from as early as Year Five which extends the currenting understanding of the boundaries of the transition period, highlighting that they were influenced by feelings of loss and grief at leaving primary school. A refinement of Alderfer’s model of motivation is generated as a way of conceptualising how children’s wellbeing may be supported during transition.

• Thesis Type: Thesis
• Deposit Date: Oct 1, 2023
• Publicly Available Date: Oct 16, 2024
• Keywords: Transition, Wellbeing, Primary, Secondary, Alderfer, Research Conversation, Multi-literacy Research Conversation, Case Study, Child-Centered, Qualitative, Reflexive Thematic Analysis, Constructivism
• Public URL: https://uwe-repository.worktribe.com/output/11147744
• Award Date: Oct 16, 2024