Supporting the socio-emotional aspects of the primary-secondary transition for pupils with social, emotional and behavioural needs : affordances and constraints
Mowat, Joan Gaynor (2019) Supporting the socio-emotional aspects of the primary-secondary transition for pupils with social, emotional and behavioural needs : affordances and constraints. Improving Schools, 22 (1). pp. 4-28. ISSN 1365-4802 (https://doi.org/10.1177/1542305018817850)
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Abstract
The primary–secondary transition presents both opportunities and challenges for children. For some, it may represent a ‘critical period’ which impacts their future mental health and well-being. This article focuses on identifying the affordances and constraints of a group-work approach to support children with social, emotional and behavioural needs (SEBN) across the transition with a specific focus on the socio-emotional aspects of transition. This evaluative, mixed-methods case study took place in six clusters of primary/secondary schools in Scotland involving 63 pupils who participated within support groups for around twenty 1-hour sessions. It focuses on the accounts of Support group Leaders, drawing from focus group discussions held within each cluster and a Likert-type scale questionnaire. A wide range of facilitators and barriers to implementation and to pupil progress were identified. Facilitators related principally to the quality of relationships and pedagogy which the support group afforded and the quality of support for the project. Barriers related principally to organisational and resource constraints and more general concerns around how behaviour support is perceived. The article argues that supporting the transition for pupils with SEBN is complex and there is no ‘magic bullet’. Building a supportive infrastructure from the outset is key to success.
ORCID iDs
Mowat, Joan Gaynor ORCID: https://orcid.org/0000-0002-6034-2518;-
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Item type: Article ID code: 65587 Dates: DateEvent1 March 2019Published12 February 2019Published Online25 September 2018AcceptedSubjects: Education Department: Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education Depositing user: Pure Administrator Date deposited: 01 Oct 2018 14:13 Last modified: 19 Sep 2024 00:41 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/65587