Conceptualising and theorising primary-secondary transitions

This chapter focuses on conceptualisation and theorisation of primary–secondary transitions and the discourse surrounding them and shares some insights from research on primary–secondary transitions, focusing on what these mean for teacher's learning to teach in a secondary school. It is important for teachers to understand what successful transition means. Historically, most primary–secondary transitions literature has focused on good educational attainment and engagement at school as a sign of successful transitions. The Educational and Life Transitions model can be used to understand what might be happening for a child in relation to academic and daily life transitions. Being mindful of the Multiple and Multi-dimensional Transitions Theory might help teachers and their organisation understand the complexity of transitions and that to effectively support pupils, their significant others should also be supported. Several factors were found to have an impact on pupils’ transition experiences, including relationships with peers and teachers, school environment and curriculum, which can lead to both positive and negative experiences.