Charlotte Louise Bagnall
Datos Biográficos
| ID | 2746572 |
|---|---|
| NOMBRE | Charlotte Louise Bagnall |
| NOMBRES | Charlotte Louise |
| APELLIDO | Bagnall |
| FIRMA | BAGNALL C L |
| AFILIACIONES | University of Manchester |
| ORCID | 0000-0001-7213-2668 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 14 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
A Mixed-methods Study of How to Improve Primary-secondary Transitions in England
Primary-secondary school transitions are critical periods in children’s educational and emotional development, which pose heightened risk for poor attainment, attendance, social adjustment, and mental health, particularly for vulnerable children. Yet, the multiple challenges presented during this time remain difficult for English schools to manage without clear statutory guidance. Government reports consistently identify transitions as a systemic…
A case study, nested approach of children with Down Syndrome, their parents' and teachers' experiences of navigating primary–secondary school transition
Primary‐secondary school transitions are critical developmental periods for children and significant others, within their ecosystem, and can be an uncertain, emotionally unsettling time for all. For children with Special Educational Needs and Disabilities, and Down Syndrome (DS) in particular, this period is believed to be more difficult and require additional support. However, insights into what this support could look like are limited by the de…
‘I Shouldn't Really Be Here’
Universities may offer students from disadvantaged personal or socioeconomic contexts a lower threshold for entry compared to students from a more stable or affluent background; this is termed a contextual offer. Examples may include having a health condition, disability or living and going to school in a less affluent area. While there has been extensive debate on how to enact these offers, the experiences of students who attend university with …
Conceptualising teacher wellbeing
The ongoing challenges in the teaching profession significantly affect teacher wellbeing, underscoring the need for a comprehensive understanding of it. There is a need to explore teacher wellbeing in depth to deepen our understanding of its conceptualisation in the field, in addition to understanding lived experiences by obtaining teachers' perspectives on the matter. This study explores how primary school teachers in England define, understand …
Loneliness and teacher-student relationships in children and adolescents
This study synthesized the literature from international and Chinese databases regarding the associations between loneliness and the quality of affective teacher-student relationships (TSRs) among children and adolescents ages 5.34-17.09 years. Forty-seven studies published between 2005 and 2023 were included in a cross-sectional meta-analysis using a multi-level approach. Moderators of the relationship, including culture, study, sample, and meas…
Transitions from primary to secondary school in Greater Manchester
Primary–secondary school transitions are widely recognised as pivotal developmental periods, which can have positive and negative longitudinal implications on the education, wellbeing and mental health of children. Yet few studies have sought the voice of children through interviews, and especially children in receipt of pupil premium funding (PPF) (a government grant given to schools in England to support disadvantaged pupils from low socio‐econ…
It's scary starting a new school
BackgroundChildren and young people experience various transitions throughout their education. Theory and evidence highlight that these can be complex, and poor experiences of transitions can be associated with worsened outcomes, necessitating a need to develop and implement wellbeing support. However, children and young people's views are lacking in the literature, and studies tend to focus on specific transitions rather than on what matters for…
The Role of School Connectedness and Friend Contact in Adolescent Loneliness, and Implications for Physical Health
The current study investigated how adolescents' loneliness relates to school connectedness, classmate support, teacher support, and offline and online communication with friends. We also examined the association between loneliness, physical health, and sleep. Data came from the Scottish Health Behavior in School-aged Children (HBSC). The total sample was 2983 adolescents (F = 1479 [49.6%]) aged 14-17 years (M = 15.66, SD = 0.39) from 117 secondar…
Primary-secondary school transition under Covid-19
The transition from primary to secondary school is a major life event for eleven-year-old children in the United Kingdom, where they face simultaneous changes. Following the outbreak of Covid-19, transfer children face additional uncertainty on top of this. Negotiation of the multiple challenges, combined with the reduced support associated with Covid-19, could have a negative impact on children's school adjustment and mental health. Given the ra…
What emotional‐centred challenges do children attending special schools face over primary–secondary school transition
Primary–secondary school transition encompasses multiple social, academic and environmental changes which can negatively impact children’s emotional well‐being. Children with Social, Emotional and Mental Health difficulties (SEMH) are believed to be especially vulnerable during this time. However, the voices of children with SEMH are heavily underrepresented in this field within practice and research. The present case study examined how children …
You're in this world now
BackgroundPrimary-secondary school transition is a major life event for 11-year-old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children's academic performance and social well-being and we have a limited understanding of their emotional experiences in the lead up to and during the transition, from the perspective of key stakeholders: stud…
You're in this world now
BackgroundPrimary-secondary school transition is a major life event for 11-year-old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children's academic performance and social well-being and we have a limited understanding of their emotional experiences in the lead up to and during the transition, from the perspective of key stakeholders: stud…
It's scary starting a new school
BackgroundChildren and young people experience various transitions throughout their education. Theory and evidence highlight that these can be complex, and poor experiences of transitions can be associated with worsened outcomes, necessitating a need to develop and implement wellbeing support. However, children and young people's views are lacking in the literature, and studies tend to focus on specific transitions rather than on what matters for…
Primary-secondary school transition under Covid-19
The transition from primary to secondary school is a major life event for eleven-year-old children in the United Kingdom, where they face simultaneous changes. Following the outbreak of Covid-19, transfer children face additional uncertainty on top of this. Negotiation of the multiple challenges, combined with the reduced support associated with Covid-19, could have a negative impact on children's school adjustment and mental health. Given the ra…
Transitions from primary to secondary school in Greater Manchester
Primary–secondary school transitions are widely recognised as pivotal developmental periods, which can have positive and negative longitudinal implications on the education, wellbeing and mental health of children. Yet few studies have sought the voice of children through interviews, and especially children in receipt of pupil premium funding (PPF) (a government grant given to schools in England to support disadvantaged pupils from low socio‐econ…
You're in this world now
BackgroundPrimary-secondary school transition is a major life event for 11-year-old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children's academic performance and social well-being and we have a limited understanding of their emotional experiences in the lead up to and during the transition, from the perspective of key stakeholders: stud…
What emotional‐centred challenges do children attending special schools face over primary–secondary school transition
Primary–secondary school transition encompasses multiple social, academic and environmental changes which can negatively impact children’s emotional well‐being. Children with Social, Emotional and Mental Health difficulties (SEMH) are believed to be especially vulnerable during this time. However, the voices of children with SEMH are heavily underrepresented in this field within practice and research. The present case study examined how children …
The Role of School Connectedness and Friend Contact in Adolescent Loneliness, and Implications for Physical Health
The current study investigated how adolescents' loneliness relates to school connectedness, classmate support, teacher support, and offline and online communication with friends. We also examined the association between loneliness, physical health, and sleep. Data came from the Scottish Health Behavior in School-aged Children (HBSC). The total sample was 2983 adolescents (F = 1479 [49.6%]) aged 14-17 years (M = 15.66, SD = 0.39) from 117 secondar…
Primary-secondary school transition under Covid-19
The transition from primary to secondary school is a major life event for eleven-year-old children in the United Kingdom, where they face simultaneous changes. Following the outbreak of Covid-19, transfer children face additional uncertainty on top of this. Negotiation of the multiple challenges, combined with the reduced support associated with Covid-19, could have a negative impact on children's school adjustment and mental health. Given the ra…
It's scary starting a new school
BackgroundChildren and young people experience various transitions throughout their education. Theory and evidence highlight that these can be complex, and poor experiences of transitions can be associated with worsened outcomes, necessitating a need to develop and implement wellbeing support. However, children and young people's views are lacking in the literature, and studies tend to focus on specific transitions rather than on what matters for…
Loneliness and teacher-student relationships in children and adolescents
This study synthesized the literature from international and Chinese databases regarding the associations between loneliness and the quality of affective teacher-student relationships (TSRs) among children and adolescents ages 5.34-17.09 years. Forty-seven studies published between 2005 and 2023 were included in a cross-sectional meta-analysis using a multi-level approach. Moderators of the relationship, including culture, study, sample, and meas…
Transitions from primary to secondary school in Greater Manchester
Primary–secondary school transitions are widely recognised as pivotal developmental periods, which can have positive and negative longitudinal implications on the education, wellbeing and mental health of children. Yet few studies have sought the voice of children through interviews, and especially children in receipt of pupil premium funding (PPF) (a government grant given to schools in England to support disadvantaged pupils from low socio‐econ…
‘I Shouldn't Really Be Here’
Universities may offer students from disadvantaged personal or socioeconomic contexts a lower threshold for entry compared to students from a more stable or affluent background; this is termed a contextual offer. Examples may include having a health condition, disability or living and going to school in a less affluent area. While there has been extensive debate on how to enact these offers, the experiences of students who attend university with …
Conceptualising teacher wellbeing
The ongoing challenges in the teaching profession significantly affect teacher wellbeing, underscoring the need for a comprehensive understanding of it. There is a need to explore teacher wellbeing in depth to deepen our understanding of its conceptualisation in the field, in addition to understanding lived experiences by obtaining teachers' perspectives on the matter. This study explores how primary school teachers in England define, understand …
A Mixed-methods Study of How to Improve Primary-secondary Transitions in England
Primary-secondary school transitions are critical periods in children’s educational and emotional development, which pose heightened risk for poor attainment, attendance, social adjustment, and mental health, particularly for vulnerable children. Yet, the multiple challenges presented during this time remain difficult for English schools to manage without clear statutory guidance. Government reports consistently identify transitions as a systemic…
A case study, nested approach of children with Down Syndrome, their parents' and teachers' experiences of navigating primary–secondary school transition
Primary‐secondary school transitions are critical developmental periods for children and significant others, within their ecosystem, and can be an uncertain, emotionally unsettling time for all. For children with Special Educational Needs and Disabilities, and Down Syndrome (DS) in particular, this period is believed to be more difficult and require additional support. However, insights into what this support could look like are limited by the de…
Early Childhood Education and Development (9 obras) · Psychology (9 obras) · Qualitative research (8 obras) · Sociology (8 obras) · Developmental psychology (7 obras) · Thematic analysis (6 obras) · Medical education (4 obras) · Medicine (4 obras) · Mental health (4 obras) · Social Psychology (4 obras)