“Cliff edges” and “new adventures”: a cultural historical activity theory study of support for transitions from mainstream secondary to post-16 education for young people with education, health, and care plans

Jordan, Christopher Richard (2024). “Cliff edges” and “new adventures”: a cultural historical activity theory study of support for transitions from mainstream secondary to post-16 education for young people with education, health, and care plans. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

The transition to post-16 education can be a challenging period of change for young people with Special Educational Needs and Disabilities. The Children and Families Act stipulates that young people with Education, Health and Care Plans must be supported through planning for transition and preparation for adulthood. This study focuses on how post-16 transitions for young people with Education, Health and Care Plans are supported in one West Midlands Local Authority. There is additional focus on perceptions of support, how preparation for adulthood operates, and the role of educational psychologists in post-16 transitions.

This study uses Cultural Historical Activity Theory as a lens through which to understand support for transitions and identify points of tension (contradictions) within systems that support post-16 transitions. This study of transition support in the Local Authority is viewed as a single-case design, and analysis of semi-structured interviews uses framework analysis to identify themes of interest.

A cross-sectional view of support for post-16 transition was obtained through qualitative data gained from four young people aged 15 to 18. To gain a system-wide perspective a further twelve adult stakeholders, each linked to a young person, were interviewed. This group consisted of school staff, parents, educational psychologists, and other relevant Local Authority professionals. Data were analysed by thematic analysis and organised through the Framework Method.

Key findings were that collaboration and early planning were amongst the most important forms of support. Young people varied significantly in their outlook on transition, but skills for independence and greater freedom were consistently perceived as important transition outcomes. Adult participants offered ideas for expansion of the Educational Psychologist role in post-16 transitions, a significant finding, given the paucity of data in this area. A conceptual model was created from the findings. This delineates a cyclical process of transition support for young people, showing that successful negotiation of an educational transition leads, in time, to a new transition requiring further support systems.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):