How can we support children facing additional educational barriers during primary-secondary transition?

Research output: Contribution to conferencePaper

Abstract

Theme: Educational and Life Transitions

Title: How can we support children facing additional educational barriers during primary-secondary transition?

Dianne Cantali, Beth Hannah, Divya Jindal-Snape, Stephen MacGillivray
TCELT, University of Dundee
Contact email: e.hannah@dundee.ac.uk

Aims
A literature review was commissioned by the Scottish Government to offer insights into aspects which facilitate or impede a successful transition from primary to secondary school as well as the impact of that transition. This paper considers the impact of transition with a focus on children facing additional educational barriers (AEB).

Research Question (RQ)
What does the evidence suggest about the impact of transition on children facing additional educational barriers such as poverty or additional support needs (ASN)?

Methods
The Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) approach to undertaking a systematic literature review was employed. Following a rigorous screening process, 96 papers were included in the wider review. To address this RQ, the 96 papers were manually searched using key words such as disabilit*, additional support need, support need, autism, inclus*, and poverty. This resulted in 31 papers.

Main findings
The majority of studies about ASN were undertaken in the UK. Most studies focused on disabilities, and were qualitative with small samples. There was a diversity of studies (e.g. design, participants, location, methods). Findings will be presented and discussed.

Conclusions

Children facing AEB, such as ASN and poverty, appear to be more vulnerable during transition as reflected in their experiences and negative educational and wellbeing outcomes. Recommendations for policy, practice and future research will be presented.

Original languageEnglish
Publication statusPublished - Nov 2018
EventSchool of Education and Social Work Research and Scholarship Conference - Dundee
Duration: 28 Nov 201828 Nov 2018

Conference

ConferenceSchool of Education and Social Work Research and Scholarship Conference
CityDundee
Period28/11/1828/11/18

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Poverty
Autistic Disorder
Research

Cite this

Cantali, D., Hannah, E., Jindal-Snape, D., & MacGillivray, S. (2018). How can we support children facing additional educational barriers during primary-secondary transition?. Paper presented at School of Education and Social Work Research and Scholarship Conference, Dundee, .
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title = "How can we support children facing additional educational barriers during primary-secondary transition?",
abstract = "Theme: Educational and Life TransitionsTitle: How can we support children facing additional educational barriers during primary-secondary transition?Dianne Cantali, Beth Hannah, Divya Jindal-Snape, Stephen MacGillivray TCELT, University of DundeeContact email: e.hannah@dundee.ac.uk AimsA literature review was commissioned by the Scottish Government to offer insights into aspects which facilitate or impede a successful transition from primary to secondary school as well as the impact of that transition. This paper considers the impact of transition with a focus on children facing additional educational barriers (AEB).Research Question (RQ)What does the evidence suggest about the impact of transition on children facing additional educational barriers such as poverty or additional support needs (ASN)? MethodsThe Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) approach to undertaking a systematic literature review was employed. Following a rigorous screening process, 96 papers were included in the wider review. To address this RQ, the 96 papers were manually searched using key words such as disabilit*, additional support need, support need, autism, inclus*, and poverty. This resulted in 31 papers. Main findingsThe majority of studies about ASN were undertaken in the UK. Most studies focused on disabilities, and were qualitative with small samples. There was a diversity of studies (e.g. design, participants, location, methods). Findings will be presented and discussed. Conclusions Children facing AEB, such as ASN and poverty, appear to be more vulnerable during transition as reflected in their experiences and negative educational and wellbeing outcomes. Recommendations for policy, practice and future research will be presented.",
author = "Dianne Cantali and Elizabeth Hannah and Divya Jindal-Snape and Stephen MacGillivray",
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Cantali, D, Hannah, E, Jindal-Snape, D & MacGillivray, S 2018, 'How can we support children facing additional educational barriers during primary-secondary transition?' Paper presented at School of Education and Social Work Research and Scholarship Conference, Dundee, 28/11/18 - 28/11/18, .

How can we support children facing additional educational barriers during primary-secondary transition? / Cantali, Dianne; Hannah, Elizabeth; Jindal-Snape, Divya; MacGillivray, Stephen.

2018. Paper presented at School of Education and Social Work Research and Scholarship Conference, Dundee, .

Research output: Contribution to conferencePaper

TY - CONF

T1 - How can we support children facing additional educational barriers during primary-secondary transition?

AU - Cantali, Dianne

AU - Hannah, Elizabeth

AU - Jindal-Snape, Divya

AU - MacGillivray, Stephen

PY - 2018/11

Y1 - 2018/11

N2 - Theme: Educational and Life TransitionsTitle: How can we support children facing additional educational barriers during primary-secondary transition?Dianne Cantali, Beth Hannah, Divya Jindal-Snape, Stephen MacGillivray TCELT, University of DundeeContact email: e.hannah@dundee.ac.uk AimsA literature review was commissioned by the Scottish Government to offer insights into aspects which facilitate or impede a successful transition from primary to secondary school as well as the impact of that transition. This paper considers the impact of transition with a focus on children facing additional educational barriers (AEB).Research Question (RQ)What does the evidence suggest about the impact of transition on children facing additional educational barriers such as poverty or additional support needs (ASN)? MethodsThe Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) approach to undertaking a systematic literature review was employed. Following a rigorous screening process, 96 papers were included in the wider review. To address this RQ, the 96 papers were manually searched using key words such as disabilit*, additional support need, support need, autism, inclus*, and poverty. This resulted in 31 papers. Main findingsThe majority of studies about ASN were undertaken in the UK. Most studies focused on disabilities, and were qualitative with small samples. There was a diversity of studies (e.g. design, participants, location, methods). Findings will be presented and discussed. Conclusions Children facing AEB, such as ASN and poverty, appear to be more vulnerable during transition as reflected in their experiences and negative educational and wellbeing outcomes. Recommendations for policy, practice and future research will be presented.

AB - Theme: Educational and Life TransitionsTitle: How can we support children facing additional educational barriers during primary-secondary transition?Dianne Cantali, Beth Hannah, Divya Jindal-Snape, Stephen MacGillivray TCELT, University of DundeeContact email: e.hannah@dundee.ac.uk AimsA literature review was commissioned by the Scottish Government to offer insights into aspects which facilitate or impede a successful transition from primary to secondary school as well as the impact of that transition. This paper considers the impact of transition with a focus on children facing additional educational barriers (AEB).Research Question (RQ)What does the evidence suggest about the impact of transition on children facing additional educational barriers such as poverty or additional support needs (ASN)? MethodsThe Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) approach to undertaking a systematic literature review was employed. Following a rigorous screening process, 96 papers were included in the wider review. To address this RQ, the 96 papers were manually searched using key words such as disabilit*, additional support need, support need, autism, inclus*, and poverty. This resulted in 31 papers. Main findingsThe majority of studies about ASN were undertaken in the UK. Most studies focused on disabilities, and were qualitative with small samples. There was a diversity of studies (e.g. design, participants, location, methods). Findings will be presented and discussed. Conclusions Children facing AEB, such as ASN and poverty, appear to be more vulnerable during transition as reflected in their experiences and negative educational and wellbeing outcomes. Recommendations for policy, practice and future research will be presented.

UR - https://www.dundee.ac.uk/esw/events/details/18-11-28-annualresearchandscholarshipconference2018.php

M3 - Paper

ER -

Cantali D, Hannah E, Jindal-Snape D, MacGillivray S. How can we support children facing additional educational barriers during primary-secondary transition?. 2018. Paper presented at School of Education and Social Work Research and Scholarship Conference, Dundee, .