Facilitating a Positive Transition: A Case Study Exploring the Factors That Support Social, Emotional and Mental Wellbeing from Primary to Secondary School

Autor/inn/en	Holt, Deborah; Hardley, Stephanie; Gray, Shirley; McQuillan, Ruth
Titel	Facilitating a Positive Transition: A Case Study Exploring the Factors That Support Social, Emotional and Mental Wellbeing from Primary to Secondary School
Quelle	In: Pastoral Care in Education, 41 (2023) 3, S.306-324 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gray, Shirley) ORCID (McQuillan, Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2022.2093952
Schlagwörter	Foreign Countries; Elementary School Teachers; Secondary School Teachers; Student Promotion; Transitional Programs; Well Being; Mental Health; Emotional Experience; Urban Schools; Teacher Attitudes; Social Support Groups; Elementary School Students; Secondary School Students; Educational Practices; Health Promotion; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Support of studies; Studienförderung; Well-being; Wellness; Wohlbefinden; Psychohygiene; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Social support; Soziale Unterstützung; Sekundarschüler; Bildungspraxis; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung
Abstract	The transition from primary school to secondary school can be a difficult time for young people, yet little is known about what schools do to support the social, emotional and mental wellbeing (SEMWB) of their pupils during this period. The purpose of this research is to explore the ways in which an urban Scottish secondary school and two of its local feeder primary schools attempt to support their pupils' SEMWB as they make this transition. A case study design was adopted to create a rich and situated account of teachers' experiences and perceptions about transition approaches through semi-structured interviews. Participants were teachers in the secondary school, a large primary school serving a relatively affluent area and a smaller primary school in a more diverse, less affluent area. Thematic analysis of the data, led to the identification of three inter-connected themes underpinning the ability of schools to support their pupils' transition effectively: positive relationships, positive communities and positive environments. This suggests that teachers adopt a broadly socio-ecological perspective, viewing transition as a multi-faceted process, in which not only individual pupil characteristics but also social, cultural and relational factors are important. However, within this broad framework, teachers' precise understanding of SEMWB varied within and across contexts, suggesting the importance of leadership and of a shared understanding, both within each school and across a cluster of schools. Teachers should also be supported to evaluate their initiatives and the impact these have on transition. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01