This research focused on the importance of involving pupils in meaningful transition as a means of aiding educational effectiveness at this important period in education.  Research (Hargreaves, Earl & Ryan 1996, Eyers, Cormack and Barratt 1992, Boyd et al 2000) has highlighted that the transition from primary to secondary education can be a difficult time for pupils, and is one which, according to some (Eccles & Midgley 1989, Simmons & Blyth 1987, Eccles et al 1993) can leave children floundering.  The success or otherwise of this transition can affect not only children’s academic performance but also their health and well-being.  There has been much research (Zeedyk et al 2003) about the downward trend in pupil attainment, achievement and motivation in early secondary school. There was a need to examine if pupil involvement in transition could aid educational effectiveness within this period.  Transition involves a change in environment and relationships and this change relies on how the child interacts with their new environment and their changed roles (Brofenbrenner, 1979, Kelly et al 1993, Levine & Perkins, 1987).

The majority of young people in European countries undertake the transition from primary to secondary education between the ages of 10 to 12, but although their primary teachers are involved in the process the children themselves are often secondary to this, as it is the class teachers that normally collate and send any requested data from the primary school to the secondary school.  In the majority of cases the children are not involved in this process.   The data sent between the schools often focuses on attainment and achievement levels, medical data, attendance information and occasionally any other relevant information such as family details. 

In some countries such as Scotland, Australia and America primary pupils may have transition events of 2-5 days.  During these days the primary pupils visit the secondary school they will be attending and meet their classmates and undertake some lessons.  These days are almost ‘scene setters’ for the pupils and are said by Grant (2007), to help pupils cope with certain elements of uncertainty of their new school.  Other means of aiding children during this event involve older children in the school being paired up with younger pupils in a form of ‘buddying’.

This research involved 169 pupils over a two year period, whilst they were in primary and secondary education. The research aims were to:

a) examine how pupils were involved in transition,

b) gain an insight into pupils views and opinions about transition,

c) develop a means of effectively involving pupils in transition,

d) examine the impact on quality assurance data procedures when involving pupils in transition.

This research is important to the international education community as children all over the world undertake these transition periods but appear to be almost secondary to the process and not actively involved in it.  

Boyd, B. (2007). Primary/Secondary Transition: An Introduction to the Issues (Continuing Professional Development in Education: A Scottish Approach). Paisley, Hodder Gibson. Brofenbrenner, U. (1979). "The ecology of human development.". Eccles, J. S., &Midgley, C. (1990). Changes in academic motivation and self-perception during early adolescence. . From children to adolescence: a transition period? . G. R. A. R. Montemayor, & T. P. Gullotta (Eds.). Newbury Park, CA, Sage. Eccles, J. S., Midgley, C., Wigfield, W. D., Buchanan, C. M., Reuman, D., Flanagan, C., & and D. MacIver (1993). " Development during adolescence the impact of stage environment fit on young adolescents’ experiences in schools and in families." American Psychologist, 48(2): 90-101. Eyers, V. w. P. C. a. R. B. (1992). Report of the Junior Secondary Review: The Education of Young Adolescents in South Australian Government Schools. Adelaide, Education Department of S.A., Education Department of S.A. Grant (2007). Taming the Beast within. Education. Glasgow, University of Strathclyde. EdD. Hargreaves, A., Earl, L. and Ryan, J. (1996) Hargreaves, A., Earl, L. and Ryan, J. (1996). Schooling for Change: Reinventing Education for Early Adolescents,. London, The Falmer Press, The Falmer Press. Raymond, L. (2001). "Student Involvement in School Improvement: from data source to significant voice." Forum 43(2): 58-61. Reyes, O., Gillock, K.L., Kobus, K. and Sanchez, B. (2000). "A Longitudinal Examination of the Transition into Senior High School for Adolescents from Urban, Low-Income Status, and Predominantly Minority Background." American Journal of Community Psychology 28: 519-544. Simmons, R. G., & Blyth, D. A. (1987). Moving into adolescence: The impact of pubertal change and school context. New York: Aldine De Gruyter. Zeedyk, M. S., J. Gallacher, et al. (2003). "Negotiating the Transition from Primary to Secondary School: Perceptions of Pupils, Parents and Teachers." School Psychology International 24(1): 67-79.