Positive Secondary School Transitions: Improving multi-agency working with school pupils identified as being at risk of making a poor transition

学生从小学到中学的过渡经历的性质似乎在塑造他们未来的教育轨迹和更广泛的福祉方面发挥着特别重要的作用（金达尔-斯内普等人，2019）。研究表明，被评估为学习能力较差和自尊心较低的学生更有可能做出糟糕的过渡（West et al, 2010）。Tobbell和ODonnell（2014）强调了生态环境，指出学生对学校制度和文化差异的看法是如何通过他们与教职员工和同龄人之间变化的关系来调解的。年轻人在不同的教育环境中经历这些身体运动，同时以不同程度的成功谈判与青春期相关的各种发展、人际关系和社会文化挑战（Erikson, 1963; Kehily, 2007）。文献还邀请批判性的研究人员反思专业叙述和实践的影响，这些叙述和实践将儿童和年轻人归类为处于危险之中或对家庭、学校和更广泛的社会中的其他人构成风险（Featherstone et al . 2017）。与社会创新慈善机构“人们知道如何积极过渡服务”合作，这个参与式研究项目（PAR） （Fine, 2010； Chevalier和Buckles， 2014）将积极与年轻人、他们的家庭和相关利益相关者接触，以更好地了解和促进那些背景或特征可能使他们在爱丁堡和东洛锡安经历不良学校过渡的高风险的学生的需求。为了与“人们知道如何”的进步原则和优先事项以及那些寻求包括和授权服务用户的方法保持一致，我的研究的设计和方向将尊重并响应这些学生及其重要他人的生活现实。该项目还将具有比较的方面，研究两个截然不同的地方当局之间的干预措施有何不同，一个是大型城市环境，另一个主要是农村环境。这将使项目能够探索当地情况、组织文化和机构间关系如何影响过渡支助的类型和效力。该项目的研究结果将为“积极转型服务”的发展提供信息，并为英国各地类似项目的最佳实践模式提供信息。

The nature of pupils experiences around their transition from primary to secondary school appears to play a particularly significant role in shaping their future educational trajectory, and wider wellbeing (Jindal-Snape et al., 2019). Research suggests that pupils assessed as having less academic ability and lower self-esteem are at greater risk of making a poor transition (West et al, 2010). Tobbell and ODonnell (2014) emphasise the ecological context, noting how pupils opinions of differences in school systems and culture are mediated through their changed relationships with teaching staff and peers. Young people undergo these physical moves between educational settings whilst negotiating with varying degrees of success the various developmental, inter-personal and socio-cultural challenges associated with adolescence (Erikson, 1963; Kehily, 2007). The literature also invites critical researchers to reflect on the influence of professional narratives and practices which categorise children and young people as being at risk or posing a risk to others within families, schools, and wider society (Featherstone et al 2017). Working in collaboration with social innovation charity People Know Hows Positive Transition Service, this participatory research project (PAR) (Fine, 2010; Chevalier and Buckles, 2014) will engage proactively with young people, their family and relevant stakeholders to better understand and promote the needs of those pupils whose background or characteristics could place them at higher risk of experiencing a poor school transition in Edinburgh and East Lothian. In keeping with the progressive principles and priorities of People Know How and those methodologies which seek to include and empower service users, the design and direction of my research will be respectful and responsive to the lived realities of these pupils and their significant others. The project will also have a comparative aspect, studying how interventions differ between two contrasting local authorities, one a large urban setting and the other predominantly rural. This will allow the project to explore the way local context, organisational culture and interagency relationships influence the type and effectiveness of transition support. The findings of the project will inform the development of the Positive Transition Service and inform models of best practice for similar projects across the UK.