Supporting Pupil Wellbeing During School Transition to Key Stage 2 in the UK Independent Sector

This study explores strategies for supporting pupil wellbeing during the transition from Key Stage 1 to Key Stage 2 in the independent sector, focusing on a cohort of children entering Year 3 at a UK preparatory school in September 2022. It examines the experiences of school transition from a variety of stakeholders, using a theoretical framework that incorporates Bronfenbrenner’s (1979) Ecological Systems Theory and Jindal-Snape’s (2016) Multiple and Multi-dimensional Transition (MMT) theory. Utilising a case study approach, the research integrates perspectives from pupils, parents and teachers, generating data through pupil questionnaires and focus groups, alongside interviews with parents and teachers. Analysis of the data followed Braun and Clarke’s (2019) Reflexive Thematic Analysis. Viewing wellbeing as the balance point where individuals have the resources and skills needed to manage the challenges and life events they experience (Dodge et al., 2012), the findings suggest that the experience of transition is greatly influenced by three main factors: preparation and readiness; familiarity; and shared experience. These factors contribute to an individual developing a sense of community and belonging within their new environment, thereby signifying a successful transition. This research makes an original contribution by addressing the under-researched area of school transitions at age 7 within the UK independent sector, offering a holistic perspective by incorporating the voices of children, parents and educators. A key outcome is the development of a child-focused conceptual model that identifies three core components of effective transition support – preparation and readiness, familiarity, and shared experience – which contribute to a child’s sense of belonging. The model offers both theoretical and practical value, serving as a framework to guide future research and inform educational practice, including the evaluation and enhancement of school transition programmes.