‘Because if you get it right at that level, then you’re getting it right for everybody’
Teacher perspectives on facilitating the transition to primary school for children with additional support needs
Bibliographic Data
| ID | 21722995 |
|---|---|
| Authors | Samantha Friedman (0000-0001-8412-9618, Moray House School of Education and Sport University of Edinburgh Edinburgh UK, corresponding author), Eugen Fink (0000-0002-0328-9685, School of Psychology University of Sussex Brighton UK) |
| Year | 2026 |
| Volume | 26 |
| Issue | 3 |
| Publication date | 2026-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.70129 |
| OpenAlex | W7166443558 |
| Language | EN |
| References cited | 19 |
The transition to primary school is typically more challenging for children with additional support needs (ASN). This is notable, as a positive experience at the transition to school is associated with greater wellbeing, school engagement, and academic outcomes. Practices and support for this transition are common and varied; however, the extent to which practices are appropriate or modified to support children with ASN to flourish during their first years of schooling is unclear. The UK government's recent aim to improve early school outcomes in England will necessitate an understanding of how to adequately support children with ASN at this transition. In this exploratory study, we interviewed seven teachers in England and Scotland about their experiences of supporting children with ASN at the transition to primary school. Using reflexive thematic analysis, we developed four themes: good intentions but lack of evidence for effective practice; differentiated practice is good, but changing the whole system would be better; neither country gets it quite right; and need to look beyond the initial transition. Findings reflect teachers' effort to meet the varied needs of children but highlight how the lack of guidance around recommended practice and cuts to funding limit their ability to provide support
Exploratory research · Qualitative research · Reflexivity · Semi-structured interview · Special needs · Thematic analysis · Disability Education and Employment · Educational and Psychological Assessments · Family and Disability Support Research
Thematic Analysis
Relative age effects on academic achievement in the first ten years of formal schooling
Reflecting on reflexive thematic analysis
School distress and the school attendance crisis
School readiness and the good level of development
Using thematic analysis in psychology
Methodological Insights From a Virtual, Team-Based Rapid Qualitative Method Applied to a Study of Providers' Perspectives of the Covid-19 Pandemic Impact on Hospital-To-Home Transitions
| Citation velocity | historical |
|---|---|
| Highly cited | No |