Socio-Economic Status, Mental Health Difficulties and Feelings about Transition to Secondary School among 10–11 Year Olds in Wales: Multi-Level Analysis of a Cross Sectional Survey

Graham Moore (), Lianna Angel (), Rachel Brown (), Jordan Godwin (), Britt Hallingberg () and Frances Rice ()
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Graham Moore: Cardiff University
Lianna Angel: Cardiff University
Rachel Brown: Cardiff University
Jordan Godwin: Cardiff University
Britt Hallingberg: Cardiff Metropolitan University
Frances Rice: Cardiff University

Child Indicators Research, 2021, vol. 14, issue 4, No 13, 1597-1615

Abstract: Abstract Transition between primary and secondary school represents an important milestone in young people’s development. While most young people look forward to this transition, it is a source of anxiety for many. Drawing on a nationally representative survey of 2218 children in 73 schools in Wales, this study aimed to understand the extent to which 10–11 year old children worried about and/or looked forward to their imminent transition to secondary school, the things they worried about and/or looked forward to, and how feelings about transition differed by socioeconomic status, as well as by emotional and behavioural difficulties. About a third of children reported being quite or very worried about transition to secondary school, while approximately two-thirds reported looking forward to it quite a bit or very much. These items were only moderately correlated, with many children both looking forward to and worrying about transition, or neither. Major sources of worry about transition centred around bullying and impact on existing friendships, while forming new friendships or joining existing friends in their new school were key things children looked forward to. Children from poorer backgrounds, attending poorer schools and reporting more emotional difficulties were significantly more likely to report worries about transition. Children from poorer families, and children reporting more emotional difficulties and behavioural difficulties, were less likely to look forward to transition. Interventions to support children in transition to secondary school need to be sensitive to the needs of children from poorer backgrounds and children with mental health difficulties.

Keywords: SMHE-D-20-00093 (search for similar items in EconPapers)
Date: 2021
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DOI: 10.1007/s12187-021-09815-2

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