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Supporting Children Transitioning to Secondary School: A Qualitative Investigation into Families' Experiences of a Novel Online Intervention

Lange, Aurelie MC; Stapley, Emily; Merrick, Hannah; Hayes, Daniel; (2024) Supporting Children Transitioning to Secondary School: A Qualitative Investigation into Families' Experiences of a Novel Online Intervention. British Journal of Educational Studies 10.1080/00071005.2024.2336505. (In press). Green open access

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Abstract

Supporting children to successfully transition from primary to secondary school is of utmost importance for several reasons, including to prevent future emotional and behavioural problems. Level Up is a novel, UK-based intervention consisting of five online group sessions, straddling the summer holidays, and providing at-risk children and their parents/carers with skills to manage their behaviour, emotions, and relationships to support their transition to secondary school. A prior evaluation of Level Up reported a need to better describe the mechanisms of change. This study therefore evaluated the experiences of children and their parents/carers regarding the facilitators and barriers to engagement and change, and the perceived impact. Fourteen children and 17 parents/carers were interviewed. Identified barriers and facilitators were: (1) Having a safe, supportive, and fun space, (2) Learning through connection, (3) A family approach, (4) Problematic group dynamics, and (5) Connecting through video calls. Perceived impact was described as: (1) Empowering children, (2) Supporting children socially, (3) Supporting parents and carers in their parenting role, and (4) Supporting a successful transition to secondary school. Another theme (5) describes some families’ experiences of limited impact. These findings can be used to better understand how to support children in their school transition.

Type: Article
Title: Supporting Children Transitioning to Secondary School: A Qualitative Investigation into Families' Experiences of a Novel Online Intervention
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/00071005.2024.2336505
Publisher version: http://dx.doi.org/10.1080/00071005.2024.2336505
Language: English
Additional information: © 2024 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. https://doi.org/10.1080/00071005.2024.2336505 http://www.tandfonline.com
Keywords: Social Sciences, Education & Educational Research, school transition, qualitative study, intervention, evaluation, COPING POWER, CONNECTEDNESS, THERAPY, PUPILS
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > Institute of Epidemiology and Health
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > Institute of Epidemiology and Health > Behavioural Science and Health
URI: https://discovery.ucl.ac.uk/id/eprint/10191019
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