Supporting the Primary-Secondary Transition for pupils experiencing social, emotional and behavioural difficulties (SEBD): A tale of two clusters

Author(s):

Joan Gaynor Mowat(presenting / submitting)

Conference:

ECER 2015

Network:

04. Inclusive Education

Format:

Paper

Session Information

04 SES 08 B, Inclusive Schooling

Paper Session

Time:

2015-09-10

09:00-10:30

Room:

206.Oktatóterem [C]

Chair:

Michael Shevlin

Contribution

In Scotland, it has long been recognised that the transition from Primary to Secondary school is a crucial stage in a child’s development. A series of reports emanating from Her Majesty’s Inspectorate of Education have drawn attention to the lag in pupil attainment and lack of challenge during the 1^st two years of secondary schooling (HMIE, 2006, 2009) and the introduction of the ‘Curriculum for Excellence’ was designed to ensure a more progressive and cohesive education pathway for children across the transition. Yet, the most recent report (HMIE, 2012) indicates that progress has been slow in developing more effective partnership working between Primary and Secondary schools.

Within a broader international context, Schleicher (2014) highlighted the importance of smooth transitions in minimising educational risks for children from disadvantaged backgrounds, fostering engagement in learning and a sense of belonging to the school community. However, Ross and Brown (2013), drawing from McGee et al. 2004, identify that research relating to the transition from primary to secondary schooling is limited and focuses primarily upon ‘achievement, social adjustment, and the relationship between these and various forms of at-risk status, gender or ethnicity.’ (8) Whilst much attention has been devoted internationally to the transition from early-years to Primary school (Perry, Dockett, & Petriwskyj, 2014), less attention has been devoted to the transition from Primary to Secondary school. A focus upon transitions is largely absent from much of the European discourse. For example, in the last four year period there have been no papers published in EERJ focusing specifically upon this area and a search on ERIC using the search terms ‘Primary-Secondary Transition’ + ‘Europe’ elicited only four responses.

This paper focuses upon the findings of a research and development study sponsored by the Esmée Fairbairn Foundation evaluating an approach developed by the researcher – Supporting Positive Futures and Transitions – which was implemented within two Scottish Local Authorities to support children experiencing (or at risk of developing) social, emotional and behavioural difficulties. There were three different projects – one relating to late Primary, one relating to early Secondary and one spanning the transition from Primary to Secondary schooling and it is the last of these which is the specific focus of this paper. The paper compares and contrasts the findings as they relate to two clusters of secondary/primary schools and draws upon a case study. In particular, the paper will examine pupils’ subjective experience of participation, pupil outcomes and the variables that impacted upon pupil outcomes, focusing in particular upon issues pertaining to transition.

The objectives of the study were to ascertain the efficacy of the approach and the variables which impacted upon pupil outcome through the examination of pupil experiences and outcomes, and to explore issues around inclusion; transitions; pedagogy; and leadership, change management and sustainability. The research questions are as set out below:

Outcomes for Pupils

To what extent, if any, have pupils developed further, intrapersonal and interpersonal intelligences?

To what extent, if any, has this impacted upon pupils’ capacities for self-regulation, interpersonal relationships and empathy, their self-esteem and confidence and dispositions towards learning?

Efficacy of the Approach

What are the variables which have impacted upon pupil progress?

What are the strengths and weaknesses of the approach as perceived by a range of stakeholders?

Implications for policy and practice

What can be learned from the project to inform policy and practice with regard to pedagogy, the transition process from Primary to Secondary and the inclusion of pupils experiencing SEBD?

Method

Four clusters of Secondary/Primary schools, two in each local authority, constituting 18 pupils in total (15 boys and 3 girls), representative of 29% of the study population, participated within the transition project. Of these, one pupil was selected as a case study. With regard to the study as a whole, in-depth interviews, using a semi-structured interview schedule, were conducted with six case study pupils (one from each cluster) and their related stakeholders (parents, Support Group Leader, Pastoral Care teacher (Secondary) and a sample of their class teachers) both at the end of the intervention and a year later. The interviews focused upon how the children had experienced the intervention and pupil outcomes. Six Focus Group discussions (based upon a semi-structured schedule) were conducted in which all SG and Cluster Leaders participated (N = 32). These focused upon the strengths and weaknesses of the approach and the facilitators and impediments to implementation; leadership and the management of change; pedagogy, transitions and inclusion. The discussions were audio-recorded and transcribed. This paper will draw upon two of these Focus Group discussions relevant to the transition project and upon the case study. Sampling method to select the Case Studies Sampling was conducted via a stratified, multi-phase sampling method. It was stratified in that pupils were selected based upon: 1. The project in which the pupil participated 2. The cluster to which the pupil belonged 3. The Support Group to which the pupil belonged 4. The gender of the pupil 5. The degree of concern that had been expressed about the pupil at the nomination stage. However, it was also multi-phased in that the above also represented a series of phases through which the selection of pupils was gradually refined. Initially it was intended that there should be two case study pupils for each of the three projects (lower secondary, upper primary and transition) but, due to unforeseen circumstances, this proved not to be possible. Analysis of data The data were analysed using thematic analysis. Initial descriptive and then analytical codes were generated using a bottom-up approach, leading to the generation of over-arching themes (King and Horrocks, 2010). Reliability was assured through moderation exercises and the research team working collaboratively together whilst coding. All Focus Group discussions, once written up, were returned to each cluster for verification and each case study was presented to participating staff (suitably anonymised).

Expected Outcomes

The transition project is regarded as having been of value and worth in supporting the transition from Primary to Secondary school for the identified pupils. A key benefit is the opportunity that it afforded for pupils to forge positive relationships and trust within the group and with the Support Group Leaders (SGLs) who supported them, complementing and building upon the good practice already extant. A further key finding is the importance of SGLs working collaboratively together to smooth the transition through the participation of the Secondary SGL within the group prior to transition and the participation of the Primary SGL beyond the transition, and through regular Cluster meetings organised by the Cluster Leader (all aspects of the project design). However the project had been experienced in different ways by the two clusters. In one cluster, the collaborative working described above had led to a very smooth transition for the children concerned with a range of positive pupil outcomes (such as developing the capacity to think through their behaviour) in evidence. Within the other cluster, it had not proved possible to achieve this level of collaborative working and, whilst pupils had responded very positively to the group in Primary school, this was not maintained beyond the first few weeks of transition. Whilst there are issues about fidelity to the approach, this would indicate the need for caution and the need to avoid a ‘one-size-fits-all’ model of pupil intervention.

References

Her Majesty's Inspectorate of Education. (2006). Improving Scottish Education: A report by HMIE on inspection and review 2002-2005. Edinburgh: Her Majesty's Stationery Office. Her Majesty's Inspectorate of Education. (2009). Improving Scottish Education: A report by HMIE on Inspection and Review 2005–2008. Edinburgh: Her Majesty's Stationery Office. Her Majesty's Inspectorate of Education. (2012). Quality and Improvement in Scottish Education: trends in inspection findings 2008-2011. Scottish Government Retrieved from http://www.educationscotland.gov.uk/Images/QISE_tcm4-722667.pdf. King, N., & Horrocks, C. (2010). Interviews in Qualitative Research. London: SAGE. Perry, B., Dockett, S., & Petriwskyj, A. (Eds.). (2014). Transitions to School - International Research, Policy and Practice (Vol. 9). Netherlands: Springer. Ross, H., & Brown, J. (2013). Teachers' perceptions of pupil active citizenship and the transition from primary to secondary school. University of Edinburgh.

Author Information

Joan Gaynor Mowat (presenting / submitting)

University of Strathclyde

Glasgow

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