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Editorial: Transitions Through Education

Throughout our life span we go through a range of different types of transitions. These transitions can be construed from a positive and/or negative discourse, offering challenges and opportunities to grow and develop as human beings. This research topic focuses on the educational transitions of children, young people and young adults in compulsory and post-compulsory education. The aim was to identify and address gaps in the literature; offer new insights in the area; and provide recommendations for policy, practice and future research. In total, there are nine articles, comprising one literature review and eight empirical studies. Jindal-Snape et al. identify a gap in previous literature reviews of primary-secondary transitions, namely none have focused on researchers’ worldviews, use of theories/models and adoption of frameworks. The authors argue that it is important to understand researchers’ conceptual frameworks and how these underpin their methodology, interpretation of findings and conclusions. Using a systematic mapping review process, the authors found that most researchers in the 96 papers did not offer their conceptualisation of transition and, of those that did, few used that conceptualisation to underpin the research design and interpretation of findings. The findings from this review have implications for developing a more robust research base which builds on and critiques researchers’ theoretical frameworks in the field of educational transitions research. Three articles focus on transitions during the compulsory education period. Two focus on primary to secondary school transition (Barlow; Stack et al.). Barlow explores the use of drama to support the development of positive peer relationships during this significant period of transition with associated changes in the educational curriculum, physical environment and social relationships with adults and peers. The author identifies a paucity of literature using drama pedagogy during primary-secondary transitions. Using a qualitative research paradigm, adopting Multiple and Multidimensional Transitions theory (MMT, Jindal-Snape, 2016), and gathering data before and after the move to secondary school in the Scottish context, the author found that the creative medium enabled pupils to explore their hopes and fears in a safe environment and resulted in the creation of friendships and reduction in anxieties associated with the move. The author recommends further research in the use of drama to support this transition, the adoption of longitudinal research designs, and designs seeking the perspectives of a range of stakeholders. Stack et al. investigate the experiences of children with Autism Spectrum Disorder during primary-secondary transition in Ireland. Drawing on Stage-Environment Fit theory (Eccles et al., 1993), and adopting a qualitative research paradigm, they sought the views of children and parents using semi-structured interviews. They find that the children were, on the whole, more positive about secondary school than primary school and recommend that transition support should be individualised to the needs of the child rather than adopting a universal approach. The third paper (Dunlop), drawing on quantitative and qualitative data from a longitudinal study in one Scottish local authority, Edited and reviewed by: Hyemin Han, University of Alabama, United States