Children (59 across 10 focus groups) conceptualise transitions-context emotional wellbeing around adapting to the unknown, fitting in, and signs of positive wellbeing¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Children described ability to adapt to change, being prepared for what will happen, and fitting in socially as central to their emotional wellbeing during transitions. → Bagnall 2025 q2 i? Children reported signs of positive wellbeing after settling: comfort with surroundings, stable self-esteem, and resilience. → Bagnall 2025 (2)

Evidence¶

Bagnall 2025¶

Bagnall, C. L., Jindal-Snape, D., Banwell, E., Panayiotou, M., Mason, C., & Qualter, P. (2025). Emotional Wellbeing in the Context of Primary-Secondary School Transitions: A Concept Analysis Paper. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09990-6

q2 · i? · qualitative · r2

Hybrid Thematic Analysis of 10 focus groups with 59 Year 6 and Year 7 (P7/S1) children in England and Scotland. Children linked wellbeing to adapting to change, preparation, and social fitting in, including worries about inadequacy and changing behaviour to fit in.

"One's ability to adapt can impact wellbeing: "How you experience the change, because it's quite a shock to the system" (FG6 [secondary school, England]), and that knowing what to expect can help with this: "You've got to be aware of what is going to happen really""

Bagnall 2025 (2)¶

Bagnall, C. L., Jindal-Snape, D., Banwell, E., Panayiotou, M., Mason, C., & Qualter, P. (2025). Emotional Wellbeing in the Context of Primary-Secondary School Transitions: A Concept Analysis Paper. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09990-6

q2 · i? · qualitative · r2

Same focus-group analysis. Children's signs of positive wellbeing around transitions included feeling comfortable with the school, having stable self-esteem, and showing resilience to the changes, as summarised in Table 5.

"When asked how a pupil would demonstrate positive wellbeing when they have settled into secondary school, several reported feelings of comfort and resilience."

Discussion¶

Related Claims¶

• A UK-wide expert panel (n=30) conceptualised transitions-context emotional wellbeing as affective state, tangible signs of adjustment, and mechanisms to maintain a stable affective state — related
• In the 60-article review of quantitative transitions studies, 50 articles did not explicitly conceptualise wellbeing, and seven factors were associated with emotional wellbeing across 38 articles — related
• Children's self-regulation and intrapersonal skills such as emotional control, adaptability and optimism are linked to more successful transitions, and negative pre-transfer expectations tend to be self-fulfilling — related
• There is a need for a standardised, validated wellbeing instrument suitable for longitudinal use to evaluate primary-secondary transitions interventions — related
• Transitioning to secondary school alongside primary school peers helped children settle, while transitioning without peers could lead to difficult transitions — related