A mixed-methods evaluation of a longitudinal primary-secondary school transitions support intervention

Area of Science:

• Child Psychology
• Educational Psychology
• Intervention Science

Background:

• Primary-secondary school transitions are critical developmental periods impacting long-term emotional wellbeing.
• Existing interventions are limited in reach and longitudinal evaluation.
• A preventative, skills-based approach is needed to support children during these transitions.

Purpose of the Study:

• To evaluate the effectiveness of the universal, class-based 9-week 'Transitions 5-7' intervention.
• To assess the intervention's impact on children's worries, excitement, emotional wellbeing, and coping efficacy.
• To explore the implementation and systemic needs for school transition support.

Main Methods:

• Mixed-methods evaluation combining quantitative and qualitative data.
• Quasi-experimental design with longitudinal data collection over three years (Years 5-7).
• Surveys assessing transitions worries, excitement, emotional wellbeing, parental support, and coping efficacy; focus groups and interviews for process evaluation.

Main Results:

• Intervention group showed decreased worries and increased excitement and coping efficacy.
• Positive impact on emotional wellbeing over time compared to the control group.
• Process evaluation highlighted the need for gradual, skills-based, systemic support.

Conclusions:

• The 'Transitions 5-7' intervention is a viable preventative strategy for school transitions.
• Early intervention starting in Year 5 is crucial for effective support.
• Findings have implications for educational policy and practice in supporting school transitions.