Saville, K;
Leaton Gray, S;
Perryman, J;
Hargreaves, E;
(2023)
Creating year 7 bubbles to support primary to secondary school transition: a positive pandemic outcome?
Education 3-13
10.1080/03004279.2023.2186977.
(In press).
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Abstract
In this paper, we explore the benefits of new forms of in-school grouping for children moving from primary to secondary school during the COVID-19 pandemic in England. Our three-phase study with over 400 students and teachers found that protective measures to limit COVID-19 though year group ‘bubbles’ generated an environment more aligned to children’s previous primary school experience. This natural experiment smoothed the process of transition by providing a better correspondence with students’ developmental needs, especially for those on the cusp of adolescence. We recommend that physical, administrative and pedagogical school structures are reimagined for this age group to this end.
| Type: | Article |
|---|---|
| Title: | Creating year 7 bubbles to support primary to secondary school transition: a positive pandemic outcome? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03004279.2023.2186977 |
| Publisher version: | https://doi.org/10.1080/03004279.2023.2186977 |
| Language: | English |
| Additional information: | © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10170168 |
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