Abstract
This thesis explores the lived experiences and voices of Young People (YP) with Special Educational Needs and Disabilities (SEND) during the critical transitions period from primary to secondary school, a shift that marks not only an academic milestone but a profound social and psychological stage, a period recognised as a pivotal developmental landmark. It aims to identify the emotional, academic, and social opportunities and challenges these learners face, examines systemic and institutional barriers to inclusion, and evaluates the effectiveness of current support structures within the UK education system. Despite policy commitments to inclusive education, empirical evidence and professional practice suggest that these transitions remain fraught with significant challenges for YP with SEND, including heightened anxiety, deteriorating emotional wellbeing, social isolation, and academic regression.To explore these issues, the study employed a selected sample of eight dyads of YP with SEND and their Parents, representing diverse genders, racial backgrounds, and religious affiliations. Participants were YP aged 12 years and above, residing in London, United Kingdom, encompassing a range of special needs such as Autism Spectrum Disorder, Attention Deficit/Hyperactivity Disorder (ADHD), Learning Impairments, and Speech and Language Disorders. Additionally, five randomly selected Teachers and Teaching Assistants (TAs) from mainstream and special schools, who were not directly associated with the eight interviewed YP were included. The recruitment process involved presenting the study's aims to stakeholders, emphasising its contribution towards a deeper understanding of transitions experiences among YP with SEND.
The research adopted a qualitative methodology grounded in the PEO (Population, Exposure, Outcome) framework, employing thematic analyses of interview data alongside a systematic review of existing literature. The findings reveal that SEND transitions are frequently characterised by anxiety, social isolation, and reduced academic performance, issues intensified by inadequate interagency collaboration and a lack of individualised support. Even though there is increased emphasis on inclusive education policies in the UK, the study finds that systemic gaps in preparation, communication, and emotional support continue to disrupt the continuity of care and learning. However, the research also highlights promising interventions, such as bespoke transitions programmes, early familiarisation with secondary environments, and structured peer support, which can significantly enhance resilience and wellbeing, and improve outcomes. Ultimately, this thesis argues for a paradigm shift in educational practice, one that centres the authentic voices of YP with SEND and champions proactive, person-centred transitions planning as a foundation of equitable education, urging a move toward relational, YP-centred, and inclusive transitions models. The implications are significant for practitioners, policymakers, and researchers seeking to enhance educational equity and psychosocial outcomes for this marginalised demographic.
| Date of Award | 2026 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Divya Jindal-Snape (Supervisor) & Lisa Reed (Supervisor) |