| Summary: | Abstract
This research study examines one tutor group’s experiences of transition in a high-
achieving, comprehensive school in the East Midlands. Drawing upon action research
principals it delves into pupils’ recollections and perceptions of the transition process
and first year at secondary school. Academic matters, friendship, bullying, parental
involvement, communication and teachers are investigated in-depth in order to
examine the protective factors that enable pupils to experience successful transitions.
Pupils’ perceptions and the value of children’s contributions to research are
considered and it is argued that pupils and parents should be utilised more often as a
tool to improve practices in education.
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