Children and young people experience a number of normative transitions, including the transition to early years establishments all the way through to post-compulsory education, training and employment. These transitions are significant life experiences for the children, young people, young adults, their families and professionals. These transitions lead to new experiences for these people and thus offer opportunities to grow and develop as individuals, including cognitive, social, intellectual, and emotional facets. Changes associated with these transitions include differences in the physical, social and curricular environments. Individuals find ways to navigate and adapt to these changes over time with support from significant others in their lives, e.g., family members, teachers, peers.
Given the importance of these transition experiences, this collection of articles will aim to address key gaps in the literature, leading to new perspectives and the identification of recommendations for policy, practice and further research.
Key questions which articles could address include:
• How has transition been conceptualized and theorized?
• What is the evidence base for factors contributing to a positive or negative transition?
• What evidence is there for the impact of one educational transition on another?
• What is the evidence base for the outcomes of a positive or negative transition?
• What is the relationship between educational transitions and other transitions?
• What is the relationship between educational and well-being outcomes?
• What are the links between transitions of the person and significant others?
We welcome contributions from authors from different disciplines. We are especially interested in collaborative research involving academics and professionals. Authors should bring different theoretical and conceptual perspectives thus offering new insights into the expectations, experiences, impact and outcomes for individuals and significant others such as families, peers, and teachers. Papers could be based on literature reviews, empirical studies, or secondary data analysis.
Submitted papers should comply with the journal author guidelines and submission procedures.
Children and young people experience a number of normative transitions, including the transition to early years establishments all the way through to post-compulsory education, training and employment. These transitions are significant life experiences for the children, young people, young adults, their families and professionals. These transitions lead to new experiences for these people and thus offer opportunities to grow and develop as individuals, including cognitive, social, intellectual, and emotional facets. Changes associated with these transitions include differences in the physical, social and curricular environments. Individuals find ways to navigate and adapt to these changes over time with support from significant others in their lives, e.g., family members, teachers, peers.
Given the importance of these transition experiences, this collection of articles will aim to address key gaps in the literature, leading to new perspectives and the identification of recommendations for policy, practice and further research.
Key questions which articles could address include:
• How has transition been conceptualized and theorized?
• What is the evidence base for factors contributing to a positive or negative transition?
• What evidence is there for the impact of one educational transition on another?
• What is the evidence base for the outcomes of a positive or negative transition?
• What is the relationship between educational transitions and other transitions?
• What is the relationship between educational and well-being outcomes?
• What are the links between transitions of the person and significant others?
We welcome contributions from authors from different disciplines. We are especially interested in collaborative research involving academics and professionals. Authors should bring different theoretical and conceptual perspectives thus offering new insights into the expectations, experiences, impact and outcomes for individuals and significant others such as families, peers, and teachers. Papers could be based on literature reviews, empirical studies, or secondary data analysis.
Submitted papers should comply with the journal author guidelines and submission procedures.
