Transfer from primary school to secondary school



Transfer from primary school to secondary school

Previous research has suggested that transfer from primary to secondary school
can be difficult for children and their parents. The current study extends our
understanding of the process by examining the transfer period for children with special
educational needs - specifically those related to language and communication. The focus
was on the move to mainstream secondary settings; to examine the interaction between
child and school settings children with SSLD were matched in Year 6 with a typically
developing (average) peer and another peer with special educational needs not involving
language difficulties.

A secondary school had been identified for all the pupils in the current study in
Year 6; at that point there was a high level of satisfaction in the chosen school.
Nonetheless the anticipation of transfer from primary to secondary school raised
concerns for many children and their parents. By the Spring of Year 7 parents of the
typically developing children were reporting an easy transition and their children were
enjoying the new challenges of the secondary system. Their initial worries had
dissipated. In contrast both the children with SSLD and the children with other SENs
were facing challenges. Parents were reporting that their children had found the move
difficult, had lower levels of self-esteem and difficulties with the curriculum and the
organisation of the school. The pupils also reported difficulties. Although many were
enjoying the new environment and reported increased levels of friendship, as a group,
they were finding some of the practicalities and the academic level difficult to manage.

Teachers in Year 6 had high levels of concern about both the SSLD and SEN
cohorts managing in secondary. These concerns appear justified for academic but not
social dimensions. Year 7 teachers were not concerned about behaviour problems and
the young people were included in the social settings; however there were significant
difficulties with academic subjects. Subject specialists were finding the impact on their

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