International Journal of Educational and Life Transitions
The International Journal of Educational and Life Transitions is an international peer reviewed journal which publishes articles and multimedia outputs of interest to researchers, practitioners and policy makers in the field of educational and life transitions across the world. The Journal is interdisciplinary in approach, and publishes research studies (theoretical, conceptual, methodological and empirical), policy reviews, literature reviews, protocols, and multi-media and creative outputs. Multi-media can also be embedded in the articles. Research involving more than one discipline, sector (e.g., academic and practitioner) and/or nation are particularly encouraged. Some examples of multiple and multi-dimensional educational and life transitions include, but are not limited to transitions: to and through primary school to adulthood of disabled children and young people of international families from paediatric to adult services from hospital to community of LGBTQ+ young adults to and through employment of families who have experienced bereavement to parenthood of mothers with preterm babies of older adults towards age-friendly cities and communities The focus within these transitions could, for example, be on educational, social, cultural and/or psychological adaptation in multiple contexts such as home, school, workplace and/or community.
Authors who publish with this journal agree to the following terms. If a submission is rejected or withdrawn prior to publication, all rights return to the author(s): Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). Submitting to the journal implicitly confirms that all named authors and rights holders have agreed to the above terms of publication. It is the submitting author's responsibility to ensure all authors and relevant institutional bodies have given their agreement at the point of submission. Note: some institutions require authors to seek written approval in relation to the terms of publication. Should this be required, authors can request a separate licence agreement document from the editorial team (e.g. authors who are Crown employees).
Student Wellbeing and the Primary to Secondary School Transition: A Narrative Literature Review
Primary to secondary school transition is a significant yet normative milestone in the lives of young people. It is a time when children experience feelings of both excitement and worry, with student wellbeing potentially impacted by a multitude of simultaneous changes in their friendships, school environment and learning expectations. Research that has been published within the last five years points to four main structures that can assist students with moving into secondary school: 1. relationships with significant others (peers, parents and teachers); 2. belongingness; 3. school climate; and 4. school environment. However, whilst other studies have explored these structures, what appears to be missing in the literature is discussion from a holistic, multi-dimensional perspective that prioritises the perceptions of key stakeholders and is also underpinned with wellbeing theory. With wellbeing now identified as a matter of importance for Australian students (Department of Education, 2023), discussion that prioritises student wellbeing is potentially key to highlighting its significance and, ultimately, providing better support for students transitioning into secondary school. Here we review the current literature pertaining to student experience of the transition from primary to secondary school and the support for it in practice, with an additional focus on the potential of Multiple and Multi-dimensional Transitions Theory (MMT Theory; Jindal-Snape, 2016) to use a variety of perspectives in developing a better understanding of the multifarious complexities of this important time in the lives of students.
Multiple and Multidimensional Transitions theory
Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
Successful Transitions Through Transdisciplinary Working: Enhancing Educational Experiences and Wellbeing for Neurodivergent Children and Young People
Transitions are a critical aspect of human development, encompassing changes such as starting school, moving between classes, moving between activities and people, progressing to further education, progressing to university or vocational courses, leaving home, or navigating healthcare and community settings. This reflective practice-based piece presents a range of effective strategies and resources that have been co-produced and refined through ongoing collaboration with neurodivergent learners and their families. It highlights how integrated, sensitive, and co-produced practices and transdisciplinary approaches, drawing on the strengths and perspectives of learners, parents, educationalists and clinicians, can significantly improve the experience of transitions. This can ultimately enhance effectiveness of professional practice, and lead to improvements in the overall quality of life. Transdisciplinarity is a collaborative, solution-focused approach that transcends traditional discipline specific boundaries to address complex societal challenges. It aims to integrate scientific knowledge with practical, real-world expertise. Grounded in the practice of four independent Special Educational Needs (SEN) schools in the United Kingdom (UK), this article focuses on how transdisciplinary work enhances collaboration, personalization, and consistency, aligned with the strategies and methodologies which are characteristics of a transdisciplinary approach.
Post school transitions for young people with disabilities
Relaunch of International Journal of Educational and Life Transitions
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"This Is What I Should Have Been Feeling": Transformations and Transitions in an LGBTQIA+ Inclusive Rugby Club
Across the UK, LGBTQIA+ sports clubs have become an established feature of the grassroots sporting landscape, with networks such as International Gay Rugby (IGR) expanding rapidly over the past two decades. Their continued growth suggests that many LGBTQIA+ people still perceive mainstream sport as exclusionary or unwelcoming. Yet scholarship remains limited, and studies grounded in Inclusive Masculinity Theory (IMT) frequently posit that declining homophobia has rendered such clubs primarily social spaces rather than sites of necessary protection or transformation. This article applies Multiple and Multidimensional Transitions (MMT) theory to the experiences of 14 gay and bisexual rugby players, to examine the ongoing relevance and value of LGBTQIA+ inclusive sports spaces. It shows how joining an inclusive rugby team prompts a dynamic set of interconnected transitions across psychological, cultural, identity and social domains. By highlighting these ongoing multidimensional processes, MMT demonstrates that LGBTQIA+ sports teams remain vital not merely as alternatives to homophobic environments, but as spaces that actively construct queer belonging and enable more expansive, authentic ways of being in sport.
Multiple and Multidimensional Transitions; Inclusive Masculinity Theory
This article explores first graders’ experiences of places in a Norwegian school. The article draws on visual ethnography, whereby 15 children photographed places in which they liked to spend time and play. The photo material is supplemented by children’s stories from walking interviews. The study contributes with knowledge about the complexity of first graders’ everyday life in school. Children experience restrictions in their use of places at school. Despite these limitations in how they can inhabit the physical environment, children create their own places for self-initiated activities and play, and develop meaningful relations to these places: children’s places.
Children's self-directed play and activities
An Examination of International and Scottish Key Principles Guiding Early Years Transitions: A Literature Review
This study seeks to develop a deeper understanding of the factors underpinning children’s transition from early years provision into primary education. It draws on both international perspectives and the Scottish policy context to establish a more comprehensive view of what supports effective, child-centred transitions. Consideration of approaches from Europe, Australia, North America and the Nordic countries enable a broader appreciation of how cultural, pedagogical and policy influences shape children’s early experiences of formal schooling. Within Scotland, transitions are firmly embedded in national policy and curriculum guidance, with a strong emphasis on continuity of learning, progression and the promotion of children’s wellbeing. Approaches that prioritise relationships, holistic support and developmentally appropriate, play-based learning are central to supporting children during this period. These principles reflect a commitment to viewing transitions not as isolated events, but as part of a continuous learning journey. Through examining both international research and the Scottish context, the study identifies key principles that contribute to high-quality transitions. It also highlights shared themes across different countries, alongside challenges shaped by specific contexts. This comparative perspective demonstrates how global insights can inform and strengthen local practice. Overall, adopting an international lens provides valuable opportunities to enhance understanding and improve transition processes, supporting the continued development of approaches that promote continuity, equity and positive outcomes for all learners as they begin primary education.
Social, Cognitive, and Motivational Changes in Students’ Transitions to Secondary School
Understanding students’ multifaceted changes during transitions from primary to secondary school is essential for promoting positive educational outcomes and lifelong learning. Theoretical approaches and evidence suggest the need for frequent adjustments of the transition offer. Therefore, the current systematic review aimed to provide an updated synthesis covering the period from 2020–2024, extending previous overviews of the multifaced social, cognitive, and motivational changes during students’ transitions from primary to secondary school. Grounded in the multiple and multidimensional transitions theory, this review integrates theoretical perspectives on students’ development and perceived school-related environments to explore the multifaceted dynamics of educational transitions. Following the PRISMA reporting guidelines, 12 studies with research results from n = 8,158 students from eight countries were included in the current synthesis. The results indicate that the students’ transitions to secondary school are socially related to changes in peer dynamics, teacher-student relationships, and identity formation. Cognitively, the transitions were associated with conceptual and abstract reasoning. Motivationally, the transitions were associated with goal orientation and psychological needs. The current systematic review highlights the heterogeneity of students’ transition experiences. However, these experiences seem to be more positive than previous syntheses suggested. Thus, a review of intervention effects that may make students’ transitions smoother, focusing on social learning, cognitive activation, and motivation would be valuable. Such a review could inform the development of targeted strategies to address students' diverse needs during this critical period. Additionally, examining the long-term outcomes of these interventions could provide insights into how they shape students’ academic and emotional trajectories.
Reframing the Narrative: Insights from the 2023 Parenting Perceptions and Stereotypes Survey in the UK
This article situates a UK‑wide Parenting Perceptions and Stereotypes Survey (2023; n = 65) within the field of educational and life transitions. Drawing on transitions theory—especially Schlossberg’s (1981) 4S framework and Ecclestone et al. (2010) life course synthesis—together with bioecological perspectives (Bronfenbrenner, 1979), sociology of education (Bourdieu, 1986; Bourdieu & Passeron, 1990; Reay, 1998; Vincent & Ball, 2006), and decolonial/connected sociologies (Mignolo & Walsh, 2018; Santos, 2014; Bhambra, 2014), the paper interrogates how racialised perceptions of South Asian parenting shape micro‑ and meso‑level processes at key transition points (home to early years, primary to secondary, and post‑16/higher education). A UK‑wide survey explored societal and institutional perceptions of South Asian parenting, capturing the broader contextual factors that shape these understandings. Despite their demographic significance and cultural contributions, these communities are frequently subject to reductive stereotypes, particularly in interactions with schools, healthcare providers, and social services. Drawing on a mixed-methods approach, the study integrates quantitative data with qualitative narratives from sixty-five participants to critically examine how such perceptions are constructed, sustained, and challenged. Situated within a decolonial framework, the research foregrounds the voices and lived experiences of South Asian parents, challenging deficit-based models that dominate mainstream discourse. The article argues for a reframing of parenting narratives to reflect the diversity, agency, and contextual realities of these communities. By doing so, it contributes to a more equitable and culturally responsive understanding of parenting in contemporary Britain.
In Conversation: LGBT+ Transitions Before and During Prison
Prison environments can be dangerous places in which hypermasculine discourses prevail. They are often dehumanising, inflexible and viewed as places of punishment rather than rehabilitation. Regimes of power circulate to reinforce informal hierarchies and violence, intimidation, physical and sexual abuse may go unchallenged. Within this context, LGBT+ people in prison are particularly vulnerable. This paper uses extracts of dialogue from conversations which took place between both authors between March-April 2024. We focused our dialogue on educational and life transitions before and during prison to capture the lived experiences of Scott, one of the authors of this paper. The dialogue highlights the multiple transitions which Scott has navigated before and during his time in prison. These transitions were synchronous, ongoing, and multi-dimensional. We do not offer a systematic analysis of the dialogues. Instead, we offer our individual reflective commentaries on the conversations and identify some implications for policy and practice. The insights from a serving prisoner and the application of Jindal-Snape’s Multiple and Multi-dimensional Transitions theory (Jindal-Snape, 2016) to this context provide a unique and original contribution to knowledge.
Copyright (c) 2024 The Author(s) https://creativecommons.org/licenses/by/4.0
"Your Head is on the Chopping Block": Exploring the Transitions from Primary Trainee Teacher to Early Career Teacher in England
This paper is based on the first author’s doctoral research. Existing literature demonstrates that teachers experience high workloads, significant accountability, poor mental health, burnout and low job satisfaction. Longitudinal studies which explore pre-service teachers’ experiences of their initial teacher training and then subsequently their transitions into, and through, their first year of teaching are rare, and therefore this study addresses a significant gap in knowledge. This study explored participants’ experiences of transitions during their initial teacher training year and first year of teaching. The study adopted a longitudinal design and data were captured at key points during the training year and first year of teaching. Data were captured using a focus group, semi-structured interviews, photo-elicitation, and diaries. The data indicate that participants experienced multiple and multi-dimensional transitions as they progressed in their careers from pre-service teacher to early career teacher. These include physical, social, cultural, and psychological transitions. These transitions also impacted on others, thus illustrating the multi-dimensional nature of transitions. Implications for theory and practice are drawn out of the data. We offer a modified framework to support the development of teachers at the early stages of their careers.
Alternative Provision Primary School Teachers' Perspectives of Trust Within Student-Teacher Relationships Following Exclusion and/or Suspension Transitions
The following study explores primary school alternative provision (AP) teachers’ perspectives of trust within student-teacher relationships (STRs) following exclusion and/or suspension. The current study conceptualises trust in STRs as a protective factor in the development of resilience amongst young people, which impacts their learning and development. It also considers the potential underlying vulnerabilities of excluded children and why trust is particularly important for them when building relationships. This study seeks to firstly understand AP primary school teachers’ perspectives of trust within STRs immediately following exclusion and/or suspension, and how trust is rebuilt. The study adopts a qualitative approach to gain a rich understanding of the perceptions and experiences of the participants. Data were collected through semi-structured interviews with four primary school AP teachers. The findings of this study identify exclusionary practice as a potentially damaging transitional experience which can impact on young people’s abilities to form trusting relationships. It emphasises the importance of trust within STRs when attempting to achieve positive outcomes for excluded young people and explores how students’ feelings of rejection following exclusion can impact on their self-esteem, willingness to be vulnerable, and ultimately their ability to trust teachers. Furthermore, the study indicates how the participants rebuild trust within STRs following exclusion, through the use of more consistent, positive, and nurturing teaching strategies, such as unconditional positive regard and trauma aware practices. The present study makes several original and significant contributions to AP research and practice, which are discussed.
Effective Practices in School Transitions for Autistic Children and Young People: A Literature Review and Case Study
Supporting children and young people’s school transitions has been a key policy driver for Scottish schools. School transitions can be challenging for children and young people (Hopwood et al., 2016) particularly those on the autistic spectrum (Yazici & Akman, 2020). It is important that schools provide effective transitions practices to maximise the opportunities for students to experience positive school transitions. School transitions in this paper refer to both early years centres to primary school and primary to secondary school. This paper is made up of two related studies. Study One considers the peer-reviewed published literature from 2002–2022, with fifty-five papers meeting the inclusion criteria, to investigate the nature of effective school transitions for autistic children and young people. Included papers were analysed thematically and 13 evidence-based effective practices (EPs) identified. In Study Two these EPs were used as a priori themes to help understand the processes underpinning practice in one Scottish local authority (LA). Results from a semi-stratified sample of 7 transitions policies from the LA revealed that student-centred planning, collaborative working, discussions around additional support needs (ASN) and effective planning were the most noted transitions supports. Staff knowledge of transitions, adaptations for Covid and environmental supports were the least mentioned. Understanding the nature of EPs in this area may facilitate their implementation and help practitioners better support transitions between schools for autistic children and young people.
Design and Validation of the Primary-Secondary School Transitions Emotional Wellbeing Scale (P-S WELLS); the First Scale to Assess Children's Emotional Wellbeing in the Context of Primary-Secondary School Transitions
Children with poor emotional wellbeing and mental health, following primary-secondary school transitions, are more likely to experience increased educational disruption, poor academic attainment, and social maladjustment, which can lead to poor life chances and exacerbate existing social inequalities. However, the corpus of scales used to assess primary-secondary school transitions and emotional wellbeing during this time have considerable limitations, which has significant consequences for identifying and supporting children’s emotional wellbeing at this critical juncture. Outlined is a protocol for the design and validation of the first robust, sensitive, and standardised accessible scale, to longitudinally assess children’s emotional wellbeing in the context of primary-secondary school transitions. This brief and accessible scale will be named the Primary-Secondary School Transitions Emotional Wellbeing Scale (P-S WELLS). P-S WELLS will be developed following a multi-informant, mixed-methods model of scale development, which we outline to facilitate transparent reporting. The lack of a standardised, robust, sensitive, and accessible quantitative scale to assess children’s emotional wellbeing, over time and in the context of primary-secondary school transitions, is inhibiting empirical progress within the field, our ability to best support children in practice, and likely leading to policies and practices that are not fit for purpose. P-S WELLS and its development will be novel in its (a) approach, in that we will ask children about their feelings towards the changes they are negotiating in context; (b) use longitudinal design and operationalisation; and (c) aim to overcome limitations found in previous work.
Immersed in the Transitioning Higher Education Sector: The Impact of Transitions in the Higher Education Sector in England on Staff and Students
The increasing marketisation of the UK higher education sector in recent years has resulted in multiple transitions for universities. Student evaluations of teaching and university league tables have placed greater importance on both the quality of teaching and student experience. Arguably, these have become regulatory mechanisms for holding lecturers and university managers to account. More recently, new metrics introduced by the Office for Students have resulted in continuation, completion and graduate employment rates being adopted as a proxy for the quality of teaching. These metrics regulate the sector and have resulted in changes to course availability, recruitment practices, course design, assessment practices and student placements. The UK higher education system operates within a discourse of performativity. The university experience, which was once a space for critical thinking and debate, has been transformed into preparing workers of the future who can enter the neoliberal market as oven-ready graduates who can make a contribution to the global economy. Universities have had to adapt to take their place within a neoliberal marketised society. However, these transitions have also resulted in transitions for university students who have been re-positioned as consumers and future workers. This paper draws on Multiple and Multi-dimensional transitions theory (Jindal-Snape, 2016) to explore the implications of these transitions.
Transition Into HE: The Views and Experiences of Learners with Physical Needs
This article draws on data gathered to explore experiences of students with a physical need in Higher Education (HE). Participants were recruited from several HE institutions using purposive sampling. Drawing upon Jindal-Snape’s (2023) Multiple and Multi-dimensional Transitions theory the article acknowledges the complexity and diversity of individual experiences while recognising the role of dispositions and environmental factors in supporting successful transition. This scoping exercise delved into the personal experiences of 7 individuals who were either current or recent students at several HE institutions. Initial findings are that despite an increase in the numbers of students entering HE with a known disability, environmental and infra-structural barriers remain for these students both prior to transition and during their time at university. Findings from in-depth interviews led to 3 principal recommendations for reflection and change by HE institutions: a need for a systematic and comprehensive review of provision across University departments to ensure a joined-up approach with regards to accessibility needs; further considerations of both environmental and curricular barriers that create social and academic exclusion; and the engagement of those with lived experience to inform policy and support change in what can be considered a dynamic environment. Regular individual HE reviews and ongoing amendments to support learners with physical needs are recommended.
Mapping the Methodological Quality of International Primary-Secondary Transitions Research Literature: A Systematic Methodological Review
This is the first systematic methodological review undertaken of international primary-secondary transitions empirical research. It sought to understand and rate the researcher/s’ congruence between their: stated philosophical perspective and methodology; conceptualisation of transitions and methodology; theorisation of transitions and methodology; and the overall quality and rigour of the research. The literature review covered the period 2008–2021. A review of reviews ascertained that no previous studies focused on either the congruence between researcher/s’ philosophical stance nor their theorisation of transitions with research methodology. Only one review briefly noted the importance of the congruence between transitions conceptualisation and methodology. Therefore, this review is unique in its purpose and internationally significant. Five data bases were searched applying specific inclusion criteria (e.g., peer reviewed empirical papers, international, covering the period 2008–2021) resulting in 151 papers. A rigorous and systematic approach was adopted throughout all stages of the research process (searching, screening, describing and mapping, and quality appraisal). 74 papers were cross-checked for quality assurance purposes. A self-developed assessment framework was used in the first phase of analysis. The next phase involved the use of the Mixed Methods Appraisal Tool to assess methodological quality. Findings indicate that approximately 91% of papers did not state their philosophical perspective. Two thirds of researchers did not provide their conceptualisation of transitions and 59% failed to provide their theoretical perspective. Those studies which offered their conceptualisation and theorisation of transitions were of a higher quality than those which only indicated their conceptualisation or theorisation of transitions. These findings have implications for researchers to state their conceptualisation and theorisation of transitions. Policy makers and practitioners should be aware of how they understand and action primary-secondary transitions research. As such, this paper provides a unique insight and makes an original and significant contribution to the field.
Copyright (c) 2023 The Author(s) https://creativecommons.org/licenses/by/4.0
Transition Away from School: A Framework to Support Professional Understandings
The numbers of children with ‘special educational needs’ deregistering from UK schools to begin home-education has been increasing. This article is based on findings from a survey of 93 families of such children in England, Scotland and Wales conducted as part of a study that investigated the processes leading them to home educate. The research question was: What circumstances inform the transitions of families to and within home-education? Home-education is often portrayed as a rejection of social norms, a perception that can result in parents’ feelings of exclusion even when children are no longer enrolled at school. The research revealed often protracted, cumulative, and frequently traumatic sequences of events pushing families to home educate. The study’s framework blends Bronfenbrenner’s bioecological system’s model with Turner’s liminal theory and stages of social drama to analyse these relationships and processes. Staged circumstances reflect aspects of metaphorical ritual, where actors transition to, through and beyond liminality, supported by others with similar experiences. The study’s original framework provides a lens for educators to consider families’ experiences. This can support them to meet existing institutional, professional and ethical responsibilities. As well as its potential to scaffold practice for individual educators, children and families, the framework has implications for teacher education, and the implementation and development of policy.
Conceptualising the Primary to Secondary School Transition within the Theoretical Framework of Ecosocial Theory
The transition between primary and secondary school is an important event in the lives of young people with the potential to impact mental health outcomes in the short and long term. This paper argues that ecosocial theory, a theory of epidemiology, offers important insights into the relationship between students, schools and mental health across the transition process. It draws on theoretical perspectives on psychosocial and flexible resource distribution, contending that low socio-economic status is associated with lower resources, resulting in greater risk of a problematic transition experience. It also highlights that the school environment may affect how stressful the transition process is for young people, influencing levels of school connectedness and sense of belonging post-transition. The paper concludes by considering how critical realism, in its ontological realism and epistemological relativism, offers an important research paradigm from which to research school transition and mental health.
Discourses Shaping Primary School Leaders' Approaches to Transition to School in New Zealand
Children’s initial transition from early childhood education (ECE) to school has been well studied across the world, with diverse accounts of policy and practice in a variety of contexts. However, to date, the specific contributions of those school staff in leadership roles who shape and oversee transition-to-school processes have been under-researched. Furthermore, little research to date has considered transition to school through a discourse lens. This paper responds to these gaps, reporting findings from a post-structural discourse analysis of interviews with five primary school leaders (deputy/associate principals or across school leaders) responsible for supporting children transitioning from ECE to large New Zealand primary schools. The data analysis suggested that leaders’ ways of talking about transition to school reflected four specific discourses, which we termed structural, relational, pedagogical, and achievement discourses. These discourses within the schools intersected with each other and with wider social and educational discourses (e.g., discourses of managerial leadership, “best transition practice,” sociocultural, child readiness, neoliberal, data, and play). The paper looks critically at the discourses on transition that both produce and are reproduced by policies and practices in some of New Zealand’s schools. In doing so, the paper offers a fresh perspective on the role of primary school leaders in constructing transition-to-school approaches within their school contexts. The paper highlights the importance of critical examination of discursive forces and invites school leaders and others to exercise agency in constructing transition-to-school approaches and discourses within their specific contexts.
"More of a Kind of Patchy Transition into University as Opposed to the Kind of Smooth Story that People Expect." Transitions to Higher Education for Care-Experienced Students
Despite an increased focus on supporting under-represented groups into Higher Education (HE), care-experienced young people are still significantly less likely to transition into HE than their peers who have not had this experience. With rates of children taken into care increasing in Wales, there is value in understanding how best to support care-experienced young people with educational transitions. Based on pan-Wales research into access to, and success in, HE for care-experienced young people, this paper presents the experiences of 13 young people in Wales regarding educational transitions and the support they have – or have not – had in their transitions to university. Recommendations are made for improving transition support and for creating better signposting to existing support.
The Lived Experiences of Transition from College to University in Scotland: A Qualitative Research Synthesis
The Scottish Government has recently accepted the recommendations of the Scottish Funding Council to move towards a coherent tertiary education and skills system. This is one where colleges and universities in Scotland accelerate and deepen their collaboration to provide fair, flexible, and sustainable learner journeys. This paper provides a timely summary and analysis of what is known about the lived experiences of those involved in making effective transitions from college to university in Scotland. Previous project work has identified this transition as problematic, suggesting an academic ‘deficit model’ of college students transitioning to university. This qualitative research synthesis seeks to move beyond this to identify common themes from published literature to inform learning and teaching practice in both colleges and universities in Scotland. These themes include the sectoral, academic, personal and logistical factors that influence making effective transitions. We raise key topics for discussion in relation to the development of a coherent tertiary sector: (1) Responsibility for Transition, (2) Alignment between Colleges and Universities and, (3) Widening Participation. While our findings will have clear implications for those in the Scottish sector, more broadly it also has implications for all those considering relationships in, and between, further and higher education.
'If there is a Dream there, Don't Squash it!': School to Life-after-School Transition Experiences of Autistic Youth within Australia's National Disability Insurance Scheme
Introduction: Difficulty accessing services and supports during critical life transitions are recognised as contributing to unacceptably poor life outcomes for Autistic Australians. The National Disability Insurance Scheme (NDIS) provides funding for eligible individuals with permanent and significant disability to purchase services and supports to meet their needs and aspirations, holding the potential to improve transition support for the third of all NDIS participants with a primary diagnosis of autism. Aim: This paper reports on research to better understand the NDIS policy and practice environment supporting Autistic youth during transition to life-after-school. Methodology: Using a qualitative approach, individual interviews were completed with four Autistic NDIS participants aged 18–21 in 2019. Separate interviews were conducted with four family members nominated by each of the youth interview participants. Thematic analysis explored how Autistic youth and those who support them, experienced NDIS facilitated transition to life-after-school. Results: Two key themes emerged: 1) Transition journeys: aspirations and experiences, and 2) Navigating the NDIS in pursuit of better transition experiences. Conclusion: The research highlights a cross-sector, person and family-centred approach is needed to address barriers and build systems literacy for the NDIS to better meet the transition requirements of Autistic Australian youth.
National Disability Insurance Scheme (NDIS)
Teachers' Beliefs on Parental Involvement in Children's Transition from Home to ECE Settings
Children’s development is impacted by changes in the environments in which they interact. Normative transitions such as entry into an early childhood education (ECE) setting come with opportunities and challenges for children and their families. Supporting families and encouraging their involvement during the transition period enables children to understand their new environment and make new connections with teachers and classmates. This article analyses case studies from a doctoral research study based in Cameroon and identifies teachers’ beliefs on orientation processes and their contribution towards the transition process to ECE. Examples of transition practices in the study context are shared through data gained from semi-structured interviews, observations, and informal conversations, providing educators’ perspectives and the role of multiple caregivers in children’s daily activities. Findings reveal the need for building connections between teachers and families before families begin attending the educational context, as it allows the families’ individual needs to be better supported. The study provides evidence of the implications of orientation processes aimed at familiarising families and aiding their adaptation to a new educational context. The article considers teachers’ views on transition and suggests recommendations for effective orientation processes that address the specific needs of families.
Undergraduates' Perceptions of how Post-secondary Education Characteristics Shaped their Transition to University
It is well known that privately educated young people benefit from access to competitive degree programmes at the most prestigious universities. Less is known about how stratified post-secondary education provision and socio-economic differences impact upon state educated young peoples’ transitions into higher education. Using interview data from twelve undergraduates reflecting on their journeys into higher education, differences in post-secondary education experiences were explored. The findings indicated that middle-class university entrants who had studied at selective sixth-forms and sixth-form colleges were exposed to a range of cultural practices to maximise a successful and smooth entry into higher education. Conversely, the working-class participants studying at small school sixth-forms and further education colleges were more likely to encounter structural factors which resulted in complex and difficult transitions into higher education. However, for working-class students who had received individualised and tailored support from their teachers, they experienced similarly smooth transitions as middle-class entrants, highlighting the impact teachers can have in supporting working-class university applicants. These findings indicated that whilst universities are doing much to widen participation, this cannot be done in isolation of consideration of post-secondary education characteristics which may (or may not) facilitate smooth transitions for all young people wishing to access higher education.
Young People's Perceptions of Transitioning from School to Higher Education: A Cross-National Perspective
Education can provide individuals access to work and career possibilities. It may also contribute to greater societal equality, facilitating social mobility. The transition from secondary school (SEC) to higher education (HE) (and beyond) is particularly important, impacting both on individuals’ lives and on society more widely (e.g., by supplying labor markets with required qualifications). Taking an interdisciplinary, cross-national perspective, we conducted semi-structured interviews with 23 young people from Germany, Argentina, and Chile, aiming to enhance understanding of individuals’ perceptions of barriers and facilitators of transitioning from SEC to HE, in the context of their personal/family situations, social structures and cultural environments. Thematic data analysis pointed to commonality in terms of what young people from the three countries consider as facilitators (e.g., personal ambition; support from family/friends) and barriers (e.g., high expectations of oneself/family/friends; lack of interest in study subject). Unsurprisingly, given the three countries’ distinct educational systems, societal structures, cultural values etc., the findings also revealed some differences across the three cases, such as role models acting as an important facilitator much more in Germany compared to Chile and Argentina. We conclude that many contextual and personal factors can both facilitate and hinder young people from accessing to and thriving in HE, most of which are relevant to individuals regardless of their country of origin. Further research could expand our qualitative study, for instance, through a large-scale, quantitative study across a wider range of countries.