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: [email protected]
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.
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: [email protected]
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 language | English |
|---|---|
| Publication status | Published - Nov 2018 |
| Event | School of Education and Social Work Research and Scholarship Conference - Dundee Duration: 28 Nov 2018 → 28 Nov 2018 |
Conference
| Conference | School of Education and Social Work Research and Scholarship Conference |
|---|---|
| City | Dundee |
| Period | 28/11/18 → 28/11/18 |