This piece of research compared approaches to transition projects for pupils with Social, Emotional and Behavioural Needs (SEBN) in Peebles High School, Selkirk High School and High Schools in the East area of Scotland.
Although there already are robust formal transition arrangements for these pupils in Peebles High School, the researcher piloted a longer transition project to familiarise them with the High School and the academic expectations. Activities to promote self esteem were also past of the project.
The project ran over a six week period in collaboration with one of the primaries in the cluster and was evaluated by the teacher, parents and pupils at the end.
The project identified needs to extend the transmission of information between primary and secondary school. It also identified issues of concern to pupils about to transfer and evaluated some techniques for addressing these.
Feedback on the activities experienced on the project was positive, though in order to assess its longer term impact it will be necessary to track the progress of the pupils during their first year in secondary school.
