• What works to support transitions (including to primary school, to secondary school, within secondary e.g. from year 7 to year 8) for different groups, including children with SEND (including transitioning between different types of settings)? (See also 'Every child achieving and thriving’).
Background
Every child and young person, regardless of their background, must be able to achieve and thrive, particularly at school, to develop the knowledge and skills they need for life. Thriving centres on both feeling good (having a high subjective wellbeing and a positive sense of belonging), and doing well (having a positive sense of accomplishment, autonomy, and physical and mental health). Other areas of research interest regarding this pillar of the Opportunity Mission span; attainment; SEND; attendance; health and wellbeing both in and out of school; and enrichment activities and childcare for school- aged children. (For brevity, please read all references to children as encompassing both children and young people where appropriate.)
Full details can be found at: https://www.gov.uk/government/publications/department-for-education-areas-of-research-interest
Next steps
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Topics
Related UKRI funded projects
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School Readiness: Connecting Viewpoints on Child and Family Well-being and Identifying Commonalities Across Diverse Groups
Children's success in the early school years hinges on both cognitive (e.g., mental flexibility, over-riding impulses, holding information in mind) and social (e.g., understanding others' thoughts and feelings) aspects o...
Funded by: ESRC
Lead research organisation: University of Cambridge
Why might this be relevant?
The project focuses on school readiness and wellbeing in relation to transitions, including for children with special educational needs.
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SWITCH - Targeting Social Well-being to Improve Transitions to School
As one of the earliest major transitions in childhood, school-entry poses ample opportunities and risks for well-being and mental health. A successful switch to school not only hinges on children's individual cognitive s...
Funded by: ESRC
Lead research organisation: UNIVERSITY OF ESSEX
Why might this be relevant?
The project focuses on social well-being and transitions to school, addressing the core facets of social well-being and its impact on successful school-entry for children.
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POLICIES AND PRACTICES BASED ON SCIENTIFIC RESEARCH FOR REDUCING UNDERACHIEVEMENT AND EARLY SCHOOL LEAVING IN EUROPE
Reducing underachievement in basic skills and Early School Leaving (ESL) rates is at the core of the strategic and political priorities for the European Commission. This has become even more critical in a post-pandemic e...
Funded by: Horizon Europe Guarantee
Lead research organisation: NEWCASTLE UNIVERSITY
Why might this be relevant?
This project specifically focuses on reducing underachievement and early school leaving, which aligns with the question's emphasis on supporting transitions and achievement for children with SEND.