LAUSR

A longitudinal study was conducted over four stages of three school years across the primarysecondary transitions. The purpose was to understand the dynamic transition experience of pupils, investigate the effectiveness of preparation by schools to support transitions, and to understand pupils' most important support networks. Using online questionnaires, data were collected from pupils at four time points, twice from secondary school professionals and their parents, and once from primary school professionals. Results highlight the ongoing and dynamic nature of transitions. What pupils were excited about were still seen to be good once they were in secondary school and aspects that worried them declined over time. Some pupils experienced problems and adapted at different times, whereas for some, problems emerged later. It seems that those who anticipated problems when in primary school were more likely to experience problems; this has implications for the discourse around transitions and its impact on pupils’ anticipation of transition experience. Although transition planning and preparation by schools were important and varied, they were not always effective, not provided in a timely manner, and did not tap into their naturally occurring support networks in the home and community. This study makes unique contributions in terms of highlighting the dynamic transitions process and change in pupils’ experience over time; various aspects of transitions that children are excited and concerned about and how these changed over time; professionals’ conceptualisations of transitions; pupils’ and parents’ views of the effectiveness of transition practices at various stages; and pupils’ real support networks. Introduction The primary-secondary school transition is viewed as a crucial and significant period in much of the existing literature (Coffey, 2013; Maras & Aveling, 2006) and is one of the most researched educational transitions (Jindal-Snape, 2016). Several studies over the years have identified that there is a ‘dip’ in attainment at the time of primary-secondary transitions with a lack of expected progress and sometimes regression, especially in literacy and numeracy (e.g. Galton, Gray & Ruddock, 1999). Various reasons have been given for this dip in academic attainment, including lack of curricular continuity between schools, differences in pedagogical approaches, difference in expectations of teachers in the two contexts, alongside lowering of self-esteem and lack of stage-environment fit (Eccles et al., 1993; Jindal-Snape & Miller, 2008). Alexander (2010) reported this dip in attainment based on data from various countries, namely Germany, Ireland, Italy, Scotland, Spain, Tasmania and England. However, West, Sweeting and Young (2010) have argued that this evidence can be contested as co-existing but not providing a causal relationship. Also, perhaps this focus on academic attainment is unfortunate at a time when children and indeed parents are more focused on the social and emotional aspects of transitions (Jindal-Snape, 2018). In recent years, three literature reviews have been conducted that focus on primary-secondary transitions (Hanewald, 2013; Symonds & Galton, 2014; Topping, 2011). Symonds and Galton, and Topping concluded that there is a rise in anxiety at this transition which soon reduces to lower levels once the children have settled into school. While Hanewald comments that there can be a rise in anxiety, she does not comment on the resolution of this once the