Transition Leaders play a central role in coordinating collaboration between schools and stakeholders, but their effectiveness depends on sufficient flexibility and resources¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Studies noted that Transition Leaders have a central role in co-ordinating collaboration between schools and stakeholders, offering continuity for children, but their effectiveness depends on having sufficient flexibility and resources, which are not always available. → Bagnall 2026

Evidence¶

Bagnall 2026¶

Bagnall, C. L., Edge, D., Banwell, E., Seymour, R., Garnett, N., Mason, C., Panayiotou, M., Jindal-Snape, D., Packer, R., Hodgkin, K., Skerritt, C., Donaldson, C., Birchwood, J., McAreavey, A., Cunningham, E., Symonds, J. E., & Holliman, A. (2026). A Mixed-methods Study of How to Improve Primary-secondary Transitions in England: Combining Academic Research with Policy and Practice Consultation. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10174-z

q2 · i? · review · r2

Transition Leaders subsection of the review's Collaboration theme, synthesising included UK studies. The review adds that their effectiveness "depends on having sufficient flexibility and resources, which are not always available" (Bagnall et al., 2024a).

"Studies noted that Transition Leaders have a central role in co-ordinating collaboration between schools and stakeholders over primary-secondary school transitions. By overseeing the transitions process, they offer continuity for children"

Discussion¶

Related Claims¶

• Leaders at city, central office, and school levels are perceived to play a key role in promoting cross-sector collaboration — a broader claim this one bears on
• Improving schools secured external resources aligned with a development agenda and employed them strategically, and cultivated strong distributive leadership with a make-or-break principal role — related
• Principals in improving schools actively reach out to teachers, parents, and community leaders and coordinate programs strategically — related
• Leveraging pre-existing networks or hubs may support greater potential for long-term sustainability of cross-sector reform — related
• Interviewees identified leadership prioritization, staff buy-in, and investments in staffing, training, partnerships, and funding as facilitators of trauma-engaged implementation — related