“We called it lockdown school”: a reflexive thematic analysis of the experiences of young people transitioning from primary to secondary school during the COVID-19 pandemic
Transition from primary to secondary school is generally experienced by young people as a significant event (Zeedyk et al., 2003), the success of which is associated with a range of long-term outcomes (e.g. West et al., 2010). Young people transitioning during the coronavirus pandemic have done so...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
| Published: |
2022
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| Online Access: | https://eprints.nottingham.ac.uk/69851/ |
| _version_ | 1848800589298794496 |
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| author | Watson, Louise |
| author_facet | Watson, Louise |
| author_sort | Watson, Louise |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Transition from primary to secondary school is generally experienced by young people as a significant event (Zeedyk et al., 2003), the success of which is associated with a range of long-term outcomes (e.g. West et al., 2010). Young people transitioning during the coronavirus pandemic have done so at a highly unusual time, which may have made transition more challenging (Bagnall et al., 2022). It is important to understand young people’s perspectives of transition, both as they have the right to be heard and as their perceptions can influence the process and success of transition (Divya Jindal-Snape & Cantali, 2019). This study aimed to understand young people’s experiences and perceptions of transition during the pandemic, as well as what they feel would help to support them in the future.
A reflexive thematic analysis was conducted on transcripts of seven semi-structured interviews conducted in July 2021 with young people who transitioned in September 2020. The eleven themes generated suggest that participants experienced a time of numerous and sometimes challenging changes, related to the social impacts of both transition and the pandemic. Despite these changes, participants generally described a positive sense of social belonging by the end of Year 7. However, they perceived more negative impacts on their learning and emotional wellbeing. Participants made sense of the pandemic as an abnormal and primarily negative time, describing online learning as particularly challenging. However, some simultaneously described this time as an opportunity for personal growth. Access to technology was perceived as an important influence on social and learning experiences. Educational success, positive relationships and developing existing interests was important to participants in the future, and they described consistent information as supportive. Limitations and implications for practice and research are discussed. |
| first_indexed | 2025-11-14T20:53:58Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-69851 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T20:53:58Z |
| publishDate | 2022 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-698512022-12-31T04:40:17Z https://eprints.nottingham.ac.uk/69851/ “We called it lockdown school”: a reflexive thematic analysis of the experiences of young people transitioning from primary to secondary school during the COVID-19 pandemic Watson, Louise Transition from primary to secondary school is generally experienced by young people as a significant event (Zeedyk et al., 2003), the success of which is associated with a range of long-term outcomes (e.g. West et al., 2010). Young people transitioning during the coronavirus pandemic have done so at a highly unusual time, which may have made transition more challenging (Bagnall et al., 2022). It is important to understand young people’s perspectives of transition, both as they have the right to be heard and as their perceptions can influence the process and success of transition (Divya Jindal-Snape & Cantali, 2019). This study aimed to understand young people’s experiences and perceptions of transition during the pandemic, as well as what they feel would help to support them in the future. A reflexive thematic analysis was conducted on transcripts of seven semi-structured interviews conducted in July 2021 with young people who transitioned in September 2020. The eleven themes generated suggest that participants experienced a time of numerous and sometimes challenging changes, related to the social impacts of both transition and the pandemic. Despite these changes, participants generally described a positive sense of social belonging by the end of Year 7. However, they perceived more negative impacts on their learning and emotional wellbeing. Participants made sense of the pandemic as an abnormal and primarily negative time, describing online learning as particularly challenging. However, some simultaneously described this time as an opportunity for personal growth. Access to technology was perceived as an important influence on social and learning experiences. Educational success, positive relationships and developing existing interests was important to participants in the future, and they described consistent information as supportive. Limitations and implications for practice and research are discussed. 2022-12-31 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en cc_by https://eprints.nottingham.ac.uk/69851/1/Final%20thesis.pdf Watson, Louise (2022) “We called it lockdown school”: a reflexive thematic analysis of the experiences of young people transitioning from primary to secondary school during the COVID-19 pandemic. DAppEdPsy thesis, University of Nottingham. Education School transition Covid-19 Experience |
| spellingShingle | Education School transition Covid-19 Experience Watson, Louise “We called it lockdown school”: a reflexive thematic analysis of the experiences of young people transitioning from primary to secondary school during the COVID-19 pandemic |
| title | “We called it lockdown school”: a reflexive thematic analysis of the experiences of young people transitioning from primary to secondary school during the COVID-19 pandemic |
| title_full | “We called it lockdown school”: a reflexive thematic analysis of the experiences of young people transitioning from primary to secondary school during the COVID-19 pandemic |
| title_fullStr | “We called it lockdown school”: a reflexive thematic analysis of the experiences of young people transitioning from primary to secondary school during the COVID-19 pandemic |
| title_full_unstemmed | “We called it lockdown school”: a reflexive thematic analysis of the experiences of young people transitioning from primary to secondary school during the COVID-19 pandemic |
| title_short | “We called it lockdown school”: a reflexive thematic analysis of the experiences of young people transitioning from primary to secondary school during the COVID-19 pandemic |
| title_sort | “we called it lockdown school”: a reflexive thematic analysis of the experiences of young people transitioning from primary to secondary school during the covid-19 pandemic |
| topic | Education School transition Covid-19 Experience |
| url | https://eprints.nottingham.ac.uk/69851/ |