Pupils With SEMH Needs' Experiences Of a Successful Transition To Secondary School. A Grounded Theory Study.

The transition from primary to secondary school is recognised as a pivotal point in children’s educational journey’s (West, Sweetling & Young, 2010). Children show an initial decline in their general well-being and educational attainment rates following this transition. However, the vast majority of children adapt to their new secondary school contexts (Andersen, Jacobs, Schramm, Splittgerber, 2000). Some children are more vulnerable to maladjustments during this pivotal stage than others. Amongst the vulnerable groups are children with Social, Emotional and Mental Health needs (SEMH) (Hughes, 2013, DFE, 2016). Studies which focus upon understanding the transition experiences of pupils with SEMH needs, from the pupil’s perspective are lacking (Dolton, Adam, & O’Reilly, 2019). This research explores factors which contribute to facilitating a successful transition from year 6 to year 7 for pupils with SEMH needs. This grounded theory study adopts a symbolic interactionist and critical realist epistemological and ontological position. Participants comprised of 6 year 8 pupils with SEMH needs. Findings from this study resulted in the development of the conceptual theory ‘The clockwork theory of secondary transition for children with SEMH needs’. This theory comprises three core categories which are: the need for ‘early intervention which promotes the development of trusting relationships’; ‘the need to distance current from primary schooling experiences’ and the need to have a ‘sense of choice and agency’. The clockwork theory is discussed in relation to psychological theory and the implications for future Educational Psychology practice along with consideration of the possible implications and limitations of the study are explored.