Transition: an inquiry into young people with social, emotional, and mental health difficulties views and experiences of transition to secondary school utilising participatory action research.

Aspley, Siobhan (2023). Transition: an inquiry into young people with social, emotional, and mental health difficulties views and experiences of transition to secondary school utilising participatory action research. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Primary to secondary transition has been acknowledged as a significant change and rite of passage in a child’s education and life. Whilst most children and young people (CYP) adapt to their new school, following a short-term drop in their wellbeing and attainment, a small minority experience longer term negative impact. This research aimed to explore and illuminate factors which support successful transition from primary to secondary education for young people with social, emotional, and mental health needs, in order that positive changes can be made. This research explores the individual and collective experiences of three YP with SEMH difficulties who successfully transitioned into secondary school. A participatory action research design frame was undertaken, which utilised qualitative multi- methods to gather and explore participant experiences. This supported authentic participation, collaboration and involved participants theorising about transition practice (McDonald, 2012). Reflexive Thematic Analysis was used to consider participants’ perspectives. Findings suggest that participatory approaches support YP with SEMH difficulties to effectively express their perspectives enabling them to act as agents of change. Findings also suggest that the narrative in relation to an ideal or maladaptive student, significantly impacts on YPs with SEMH difficulties transition experience, alongside other key themes including relationships, inclusive approaches, as well as both emotional and physical safety. The participatory approach enabled the identification of 12 key statements which YP feel enables successful transition. I advocate, therefore, that participatory approaches can be utilised to support the transition of young people with SEMH difficulties, with the ultimate aim of improving experiences and outcomes for young people by promoting inclusion.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):