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

学生从小学过渡到中学的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（Jindal-Snape等人，2019年）。研究表明，被评估为学术能力较低和自尊心较低的学生更容易出现不良过渡（West等人，2010）。Tobbell和ODonnell（2014）强调生态环境，注意到学生对学校制度和文化差异的看法是如何通过他们与教师和同龄人的关系变化来调节的。年轻人在不同的教育环境中经历这些身体上的迁移，同时在不同程度上成功地应对与青春期相关的各种发展、人际关系和社会文化挑战（Erikson，1963年; Kehily，2007年）。文献还邀请批判性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风险中或对家庭，学校和更广泛的社会中的其他人构成风险（费瑟斯通等人，2017年）。这个参与性研究项目（PAR）与社会创新慈善机构People Know Hows Positive Transition Service合作（罚款，2010年; Chevalier和Buckles，2014年）将积极主动地与年轻人接触，他们的家庭和相关利益攸关方，以更好地了解和促进那些学生的需要，他们的背景或特点可能使他们更有可能经历一个贫穷的学校过渡，爱丁堡和东洛锡安。在与人知道如何和那些寻求包括和授权服务用户的方法的进步原则和优先事项保持一致，我的研究的设计和方向将尊重和响应这些学生和他们的重要他人的生活现实。该项目还将有一个比较方面，研究两个截然不同的地方当局之间的干预措施如何不同，一个是大城市环境，另一个主要是农村。这将使该项目能够探索当地环境、组织文化和机构间关系如何影响过渡支助的类型和有效性。该项目的调查结果将为积极转变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型提供信息。

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.