Overview

Primary‑secondary school transitions mark a pivotal developmental milestone in children’s and their supporters’ lives. This accessible guide distils international research and practical insights into a reader‑riendly resource focused on how parents, carers and teachers can support children’s emotional wellbeing during this significant period of change. Focussing on supporting the supporters, Supporting Emotional Wellbeing During Primary‑Secondary School Transitions addresses some of the most frequently asked questions about how we can best support our children navigate amongst others social, academic, environmental and personal transitions. Following an effective Q&A structure and a ‘dip in and out’ approach, chapters discuss topics such as puberty and related developmental aspects, support networks, the child’s voice, additional support needs and much more. This book includes illustrations and real‑ife vignettes to help explain some complex concepts and scenarios. Written by two transitions experts, this essential resource is for parents looking for straightforward guidance on questions related to their child’s primary‑econdary school transitions. With tips for teachers as well as parents and children, this may also be of interest to educators and school support professionals such as family liaison officers, educational psychologists and teaching assistants.

Full Product Details

9781032716121

Table of Contents

Reviews

“By bringing together a range of understandings about transitions, focusing on the timing in life of the primary-secondary transitions and giving real-life examples, this book embraces parents and children, meeting an important gap in the transitions literature in dynamic ways.” Aline-Wendy Dunlop, Emeritus Professor, University of Strathclyde, UK “This book provides many important recommendations for action and adjustments from a systemic perspective for parents and other important caregivers of the children, presented in an easy-to-understand and theoretically sound manner.” Daniel Mays, Professor of Pedagogy, Institute for Special Education, University of Education Freiburg, Germany

Author Information

Charlotte Louise Bagnall is a Lecturer at the University of Manchester, in Manchester’s Institute of Education. Her research is focused on supporting children’s emotional well-being and mental health within schools and is particularly passionate about school transition and how to improve children's emotional well-being during this time. Charlotte sits on the BPS Developmental Section committee, the BPS ECR committee and TCELT-INTR committee. Divya Jindal-Snape (FAcSS) is Personal Chair of Education, Inclusion and Life Transitions in the Division of Education and Society, School of Humanities, Social Sciences and Law, at the University of Dundee. Her research expertise is in the field of inclusion, educational and life transitions, creativity, health education, voice and comics. Her research has led to creation of educational resources to enhance inclusion and facilitate transitions through drama, stories, games, comics and other creative art forms.

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