Researching the Impacts and Stakeholder Roles in School Transition
Overview
Our research investigates the effects of the transition from primary to secondary school on young people, with a focus on identifying improvements to the process and clarifying the roles of key stakeholders. This study gathers insights from Year 6 pupils before their transition, as well as their parents and primary school staff. Additionally, we capture perspectives from Year 7 pupils who have experienced the transition, alongside their parents and secondary school staff.
Background
Over several years of delivering summer activity clubs, concerns have consistently emerged from parents whose children are entering Year 6 and Year 7. As their children grow older, these parents face the challenge of supporting their child's increasing independence. This often involves introducing technology, permitting more freedom in commuting to school, and encouraging engagement with new peers—changes that can expose children to unfamiliar social dynamics and the risk of bullying.
Secondary schools invest significant effort in collaborating with primary schools to gain thorough understanding of students making the transition, enabling them to develop tailored support plans. Pupils themselves have expressed a sense of lost identity during this period, feeling disconnected from both their primary and secondary schools. Their perceptions of secondary school are shaped by adults' assertions about the differences they will encounter.
Experience from running transition programmes on behalf of schools has revealed that anticipated outcomes are not always accurate: pupils assumed to struggle may adapt well, while those expected to thrive sometimes face unexpected challenges.
It is also evident that forms of play, such as free play and physical interaction—particularly among boys—decrease significantly at this stage for various reasons. The Covid pandemic further impacted Year 7 pupils, who were separated from other year groups and displayed behaviours suggesting a heightened sense of safety through continued play and isolation.
Target Group
The individuals affected by the transition between primary and secondary school include:
- Year 6 and Year 7 pupils
- Year 6 and Year 7 parents
- Year 6 and Year 7 staff
Key Activities
Surveys
Working with young people and the Community Champion Network, and in collaboration with schools, we have developed two surveys targeting Year 6 and Year 7 cohorts. These surveys were conducted during the 2024/25 academic year with Year 6 pupils, their parents, and staff, and similarly with the Year 7 cohort, their parents, and staff at one school. The survey will be repeated in the 2025/26 academic year to track the progress of the now Year 7 cohort who participated previously, as well as a new group of Year 6 pupils.
Year 6 Transition in Three Schools
WCC uses data from the grants platform to inform and coordinate area-wide fundraising strategies supporting the transition process.
Youth Participatory Action Research
By pooling insights from individual partners with collected data, WCC co-designs innovative collaborations and identifies new research opportunities related to school transition.
Aims & Outcomes
Gaining Insight from All Stakeholders
The distribution of grants enables service providers to deliver targeted support to families. This approach strengthens relationships through the grant application process and builds greater trust among participants.
Youth Participatory Action Research
Sixth form pupils are trained to undertake peer research with Year 7 students, exploring various topics including the school transition experience. (See separate case study for further detail.)
Youth Participatory Action Research: Primary Transition
Sixth form pupils support Year 6 students in conducting research among their peers, focusing on anticipated concerns regarding the transition. These older students also help facilitate the research process and feedback findings to the group.
Evaluating Impact
The programme is designed to deliver outcomes at several levels:
Individual Impact
- Year 6 pupils are able to anticipate their transition and reflect upon their experiences.
- Year 6 parents can consider how best to support their children during the transition and express what additional support would be beneficial.
- Year 7 pupils can reflect on their transition experience and articulate what would help them in the future.
- Year 7 parents can evaluate how they have supported their children and suggest improvements for future transitions.
Relational Impact
- Primary and secondary schools gain direct insight into the perceptions of pupils and parents during transition.
- Collaboration between primary and secondary schools becomes more cohesive.
- Relationships between parents and schools are strengthened.
- Relationships between parents and their transitioning children are improved.
Systems Impact
- Primary schools learn how to better prepare children for secondary school, focusing on readiness rather than completion of primary education.
- Secondary schools identify areas for improvement to ensure a positive transition experience for pupils and parents.
