Teacher Perspectives on Primary-Secondary School Transition Projects During the COVID-19 Pandemic

Abstract

Opportunity areas are primarily selected to improve the social mobility of citizens using education. This paper explores teachers’ perspectives on school transitions, particularly emphasizing the role of school transition intervention activities in supporting students’ resilience, behavior, academic understanding, and positive parental involvement. Informed by Multiple and Multi-dimensional Transitions (MMT) theory, the paper focuses on the outcomes of school transition intervention activities applied to new Year 7 students in a UK opportunity area. Data was collected through document review, teacher survey, and semi-structured interviews. As a result, 14 interventions were identified, such as a summer school program, peer mentoring, and interschool visits, aiming to make primary to secondary school transition smoother. However, the findings suggested that many schools did not employ some of the school transition intervention projects. Moreover, the data indicated that the COVID-19 pandemic negatively affected the implementation of many of the school transition projects. The paper contributes to understanding the impact of school transition projects on students’ confidence, wellbeing, and academic achievement.