Impact of Covid‐19 pandemic on secondary school teaching staff and primary to secondary transitions
Bibliographic Data
| ID | 21375795 |
|---|---|
| Authors | David Edge (0000-0001-5625-2061, Bristol Medical School University of Bristol Bristol UK, corresponding author), Sabi Redwood (0000-0002-2159-1482, Medical School, Social Science in Applied Health and Care Research University of Bristol Bristol UK), D Jindal‐Snape (0000-0003-3851-3381, School of Education and Social Work University of Dundee Dundee UK), Esther Crawley (0000-0002-2521-0747, Bristol Medical School University of Bristol Bristol UK) |
| Year | 2024 |
| Volume | 61 |
| Issue | 1 |
| Pages | 17-28 |
| Publication date | 2024-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23017 |
| OpenAlex | W4383556477 |
| Language | EN |
| Citations received | 5 |
| References cited | 15 |
In common with many countries, UK schools closed for most pupils for periods between March 2020 and March 2021 because of the Covid‐19 pandemic, with significant implications for school education and the primary to secondary school transition. The transition to secondary school occurs at a crucial time of child development, with evidence suggesting transition may have a range of impacts on pupil wellbeing and academic performance. We wanted to understand how the pandemic had affected secondary teaching staff and their pupils during the move to secondary school. The study involved semistructured interviews with transition leaders from 12 secondary schools with subsequent thematic analysis. The findings of the study include; potential benefits from the digitalization of teaching practice; improving both pupil inclusion and staff efficiency, an enhanced interface with new parents resulting from virtual tours and open evenings, implications for the scope of existing teacher training with regard to virtual learning and concerns over pupil wellbeing, with increased levels of anxiety and a lack of emotional intelligence resulting from lockdowns. The study concludes that whilst the overall impact of the pandemic was probably detrimental to pupils' education and transitions practice, some potentially significant educational opportunities have arisen
Anxiety · Coronavirus disease 2019 (COVID-19) · Inclusion (mineral) · Mathematics education · Medical education · Pandemic · Pedagogy · Political science · Pupil · Qualitative research · Scope (computer science) · Scope of practice · Sociology · Thematic analysis · Transition (genetics) · COVID-19 and Mental Health · Early Childhood Education and Development · Medicine · Psychology · Psychology of Development and Education · Social Psychology
A Mixed-methods Study of How to Improve Primary-secondary Transitions in England
The impact of online learning, learning motivation, and interpersonal relationships on students’ wellbeing
A case study, nested approach of children with Down Syndrome, their parents' and teachers' experiences of navigating primary–secondary school transition
The role of empathy and empathic leadership practices in schools – a scoping review
Commentary
Systematic literature review of primary‒secondary transitions
The Relationship Between School Climate and Mental and Emotional Wellbeing Over the Transition from Primary to Secondary School
Learning from the Covid-19 home-schooling experience
A Literature Review on Impact of Covid-19 Pandemic on Teaching and Learning
‘I think it’s been difficult for the ones that haven’t got as many resources in their homes’
Thematic Analysis
The Educational Community in the Face of Covid-19. Discursive Analysis on Vulnerability and Education
The impact of the Covid‐19 pandemic on the mental health and well‐being of children and young people
Transition matters
| Citations per year | 5 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |