The Role of Social and Emotional Learning during the Transition to Secondary School: An Exploratory Study

Autor/in	Mahmud, Arif
Titel	The Role of Social and Emotional Learning during the Transition to Secondary School: An Exploratory Study
Quelle	In: Pastoral Care in Education, 38 (2020) 1, S.23-41 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2019.1700546
Schlagwörter	Social Development; Emotional Development; Developmental Tasks; Elementary School Students; Secondary School Students; Student Adjustment; Well Being; Teacher Attitudes; Role; Educational Practices; Caring; Peer Relationship; Teacher Student Relationship; Student Attitudes; Social Support Groups; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Entwicklungsaufgabe; Sekundarschüler; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Rollen; Bildungspraxis; Care; Pflege; Sorge; Betreuung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Social support; Soziale Unterstützung; Ausland; Großbritannien
Abstract	Transitioning from primary school to secondary school is an important and defining stage for many pupils which can bring both positive and negative effects on pupil's wellbeing. It is a time that involves rapid physical, social and emotional development which can bring about feelings of loneliness, pressure of social acceptance, stress and a rise in depression and anxiety. While not all pupils will experience negative transition-related challenges, and post transition anxiety may settle within the first term, for a number of pupils the transition is an overwhelming process which requires a lot of support. Yet, little is known about the supportive relational practices that might attenuate the challenges pupils face as they move to secondary school. This article investigated the experiences of 8 newly transitioned Year 7 pupils as well as viewpoints and perceptions of 6 secondary school teachers. Specifically, the paper sought to understand the role of social and emotional learning (SEL) during the transition phase and the support systems in place to develop the pupils. The results from the semi-structured interviews highlighted the importance of belonging during this critical phase, followed by the need to improve the social processes and transitional support. Thus, in designing transition support activities, such efforts should strive to acclimate new secondary school pupils by providing inclusive, caring environments and positive connections with educators and peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01