A Mixed-methods Study of How to Improve Primary-secondary Transitions in England: Combining Academic Research with Policy and Practice Consultation

Bagnall, CL ORCID: 0000-0001-7213-2668, Edge, D ORCID: 0000-0001-5625-2061, Banwell, E ORCID: 0000-0002-0922-4727, Seymour, R, Garnett, N ORCID: 0000-0002-3643-763X, Mason, C ORCID: 0000-0001-6037-4950, Panayiotou, M ORCID: 0000-0002-6023-7961, Jindal-Snape, D ORCID: 0000-0003-3851-3381, Packer, R ORCID: 0000-0002-1976-8410, Hodgkin, K ORCID: 0000-0001-7546-2187, Skerritt, C ORCID: 0000-0002-3695-758X, Donaldson, C ORCID: 0000-0003-3307-1991, Birchwood, J ORCID: 0000-0002-0505-3457, McAreavey, A ORCID: 0009-0002-8615-1901, Cunningham, E ORCID: 0000-0001-7894-1503, Symonds, JE ORCID: 0000-0003-4259-6124 and Holliman, A ORCID: 0000-0002-3132-6666 (2026) A Mixed-methods Study of How to Improve Primary-secondary Transitions in England: Combining Academic Research with Policy and Practice Consultation. Educational Psychology Review, 38 (1). ISSN 1040-726X

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Abstract

Primary-secondary school transitions are critical periods in children’s educational and emotional development, which pose heightened risk for poor attainment, attendance, social adjustment, and mental health, particularly for vulnerable children. Yet, the multiple challenges presented during this time remain difficult for English schools to manage without clear statutory guidance. Government reports consistently identify transitions as a systemic weakness, while practitioners report uncertainty about what to prioritise, resulting in highly variable, locally interpreted provision. It is important that best practice guidance is developed, drawing on evidence from research, policy, and practice, to inform an evidence-informed transitions strategy in England. To narrow this gap, the present research takes an exploratory sequential mixed-methods design, triangulating multiple stakeholder perspectives and multidisciplinary evidence to develop an evidence-based framework with policy recommendations. A systematic literature review was first conducted to explore key priority areas identified within existing research. Building on these insights, 10 round-table discussions were conducted to aggregate multi-disciplinary perspectives of 52 experts within educational practice, research, and policy, nationwide. Data were analysed using Thematic Framework Analysis, to identify barriers and facilitators in implementing high-quality primary-secondary school transitions provision, and what key priority areas should be included in national strategy. Meta-inferences were then drawn to develop an evidence-based framework outlining five policy recommendations, with implementation proposals of how each might be enacted in practice. This research offers a conceptual foundation to inform policy and could have practical utility for informing high-quality research and practice. Practical and contextual challenges associated with introducing a statutory transitions strategy in England are considered.

Item Type:	Article
Uncontrolled Keywords:	Primary-secondary school transitions; Educational policy; Co-production; Emotional wellbeing; Measurement; Intervention; Co-production; Educational policy; Emotional wellbeing; Intervention; Measurement; Primary-secondary school transitions; 39 Education; 3904 Specialist Studies In Education; Pediatric Research Initiative; 8.1 Organisation and delivery of services; 8.3 Policy, ethics, and research governance; Generic health relevance; 4 Quality Education; 1303 Specialist Studies in Education; 1701 Psychology; Education; 3904 Specialist studies in education; 5201 Applied and developmental psychology
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Education
Publisher:	Springer
Date of acceptance:	7 May 2026
Date of first compliant Open Access:	27 July 2026
Date Deposited:	27 Jul 2026 11:51
Last Modified:	27 Jul 2026 11:51
DOI or ID number:	10.1007/s10648-026-10174-z
URI:	https://researchonline.ljmu.ac.uk/id/eprint/29072

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