Bagnall Charlotte Louise, Stevenson Elizabeth, Cookson Darel, Jones Frederick, Garnett Nicholas James
Manchester's Institute of Education, The University of Manchester, Manchester, United Kingdom.
School of Psychology, Sandwell Council, Sandwell, United Kingdom.
Front Psychol. 2024 Oct 10;15:1252851. doi: 10.3389/fpsyg.2024.1252851. eCollection 2024.
Primary-secondary school transitions are critical transitions for children that can be emotionally demanding longitudinal experiences, which can positively and negatively impact future emotional wellbeing and mental health. However, interventions that have been developed to reduce the negative outcomes children commonly experience are limited in number, sustainability, and reach and rely on a cross-sectional approach, as opposed to longitudinal evaluations. The current study evaluates , a universal, class-based 9-week intervention to develop children's awareness and ability to cope with the multiple changes experienced over primary-secondary school transitions.
The evaluation utilized a mixed-methods approach, combining both quantitative outcome and qualitative process intervention evaluation. For the outcome evaluation, a quasi-experimental research design was used, and children of the intervention and comparison groups completed a questionnaire in Year 5 ( = 185), Year 6 ( = 217), and Year 7 ( = 162), which assessed their self-reported perception of Transitions Worries, Transitions Excitement, Emotional Wellbeing, Parental Support, and Coping Efficacy. To understand the implementation of , three focus groups were conducted with Year 6 children, 3 interviews with teachers, and 1 interview with the Transitions Manager of the local government education authority during the project, who developed .
The outcome evaluation found that children participating in the intervention showed a decrease in Transitions Worries and an increase in Transitions Excitement and Coping Efficacy compared with the comparison group, resulting in a lowered impact on Emotional Wellbeing over time. The need for a more systemic approach to primary-secondary school support provision, which is gradual, has a distinct delivery and follows a skills-based curriculum, was discussed in the process evaluation. Meta-inferences drawn demonstrate the importance of gradual emotional centered transitions provision embedded within Years 5, 6, and 7.
The present study makes a unique empirical contribution in demonstrating the need and viability to take a preventative as opposed to a curative approach to primary-secondary school transitions support provision and begin early in Year 5. Conceptual and methodological implications for future research and implications for educational policy and practice are discussed.
中小学过渡阶段对儿童来说是至关重要的转变，可能是情感需求较高的长期经历，会对未来的情感幸福和心理健康产生积极和消极的影响。然而，为减少儿童通常经历的负面结果而开发的干预措施在数量、可持续性和覆盖面方面都很有限，并且依赖横断面方法，而非纵向评估。本研究评估了一项为期9周、以班级为基础的通用干预措施，以培养儿童应对中小学过渡阶段所经历的多种变化的意识和能力。
该评估采用了混合方法，将定量结果评估和定性过程干预评估相结合。对于结果评估，采用了准实验研究设计，干预组和对照组的儿童在五年级（n = 185）、六年级（n = 217）和七年级（n = 162）完成了一份问卷，该问卷评估了他们自我报告的对过渡担忧、过渡兴奋、情感幸福、父母支持和应对效能的认知。为了解该干预措施的实施情况，在项目期间对六年级儿童进行了三个焦点小组访谈，对教师进行了3次访谈，并对当地政府教育部门的过渡经理进行了1次访谈，该过渡经理参与了该干预措施的开发。
结果评估发现，与对照组相比，参与干预的儿童在过渡担忧方面有所减少，在过渡兴奋和应对效能方面有所提高，随着时间的推移，对情感幸福的影响降低。过程评估中讨论了需要一种更系统的方法来提供中小学支持，这种方法要循序渐进，有明确的实施方式，并遵循基于技能的课程。得出的元推论表明，在五年级、六年级和七年级实施以情感为中心的渐进式过渡支持非常重要。
本研究做出了独特的实证贡献，证明了在中小学过渡支持方面采取预防而非治疗方法并在五年级早期开始的必要性和可行性。讨论了对未来研究的概念和方法学影响以及对教育政策和实践的影响。
