Evidence reviews for interventions to support children and young people during periods of transition

Evidence reviews for interventions to support children and young people during periods of transition

Social, emotional and mental wellbeing in primary and secondary education

Evidence review I

NICE Guideline, No. 223

London: National Institute for Health and Care Excellence (NICE); 2022 Jul.

ISBN-13: 978-1-4731-4634-1

1. Effectiveness of transition support interventions

1.1. Review question

What are effective and cost-effective interventions to support the social, emotional and mental wellbeing of children during periods of transition (such as between schools, life stages or due to traumatic events)?

1.1.1. Introduction

Social and emotional skills are key during children and young people’s development that may help to achieve positive outcomes in health, wellbeing and future success. Going through a time of transition whether planned e.g. moving from primary to secondary school or unexpected e.g. family break-up can potentially impact negatively on wellbeing. Interventions aimed at providing support at these times of transition may help to reduce poor outcomes.

1.1.2. Summary of the protocol

Table 1

PICO Table.

1.1.3. Methods and process

This evidence review was developed using the methods and process described in Developing NICE guidelines: the manual and in the methods chapter.. Methods specific to this review question are described in the review protocol in Appendix A and in the methods document.

Outcome measures

Where social and emotional outcome measures were reported in a study from multiple sources, the data used followed the following hierarchy of preference:

Child/ young person reported
Teacher reported
Parent reported

However, for behavioural outcomes, measures reported by teachers were the preferred option as they are generally outcomes that are observed.

Cluster randomised controlled trials

Where cluster randomised controlled trials have been pooled with individually randomised controlled trials, the number of people included in the analysis from these trials have been adjusted using a reported or imputed intra-class correlation coefficient (ICC) for that outcome.

Declarations of interest were recorded according to NICE’s conflicts of interest policy.

1.1.4. Effectiveness evidence

1.1.4.1. Included studies

In total 19,749 references were identified through systematic searches for all 3 review questions in this review.. Of these, 349 references were considered relevant, based on title and abstract, to the protocols for transition support in schools and were ordered. A total of 25 studies from 28 references were included across the three review questions and 319 references were excluded. There were 2 studies where the full text was unavailable. Additionally, 5 studies on Managed Moves were added after the search was completed.

A total of 18 studies from 21 publications were included for this review question on the effectiveness of transition support interventions. Of these studies, 3 were individual randomised controlled trials, 8 were cluster randomised controlled trials and 7 were non-randomised controlled trials.

Of the studies identified, 13 focused on school transitions, 2 focused on family break-up and 3 focused on children and young people from immigrant and refugee families.

See Appendix D for full evidence tables.

1.1.4.2. Excluded studies

See Appendix J for a list of excluded studies.

1.1.5. Summary of studies included in the effectiveness evidence

Table 2

Summary of studies identified for school transitions.

Table 3

Summary of interventions for school transitions.

Table 4

Summary of studies identified for transition support during family break-up.

Table 5

Summary of interventions for transition support during family break-up.

Table 6

Summary of studies identified for transition support for children and young people from immigrant or refugee families.

Table 7

Summary of interventions for transition support for children and young people from immigrant or refugee families.

1.1.6. Summary of the effectiveness evidence

Table

School transitions: Intervention compared to control for social, emotional and mental wellbeing. Patient or population: Children and young people transitioning schools Intervention: School transitions: Intervention

Table

Divorce: Intervention compared to control for social, emotional and mental wellbeing. Patient or population: Children and young people whose parents are going through a divorce Intervention: Divorce: Intervention

Table

Support for immigrants and refugees: Theatre expression intervention compared to control for social, emotional and mental wellbeing. Patient or population: Children and young people from immigrant or refugee families Intervention: Theatre expression intervention (more...)

Table

Support for immigrants and refugees: Group tutoring intervention compared to control for social, emotional and mental wellbeing. Patient or population: Children and young people from immigrant or refugee families Intervention: Group tutoring intervention (more...)

Table

Support for immigrants and refugees: Recovery techniques program compared to control for social, emotional and mental wellbeing. Patient or population: Children and young people from immigrant or refugee families Intervention: Recovery techniques program (more...)

See Appendix F for full GRADE tables

1.1.7. Economic evidence

A guideline wide search of published cost-effectiveness evidence was carried out for review questions 1.1, 3.1, 4.1, 5.1 and 6.1.

3504 records were assessed against eligibility criteria.

3433 records were excluded based on information in the title and abstract. Two reviewers assessed all the records. The level of agreement between the two reviewers was 100%.

The full-text papers of 71 documents were retrieved and assessed. 15 papers were assessed as meeting the eligibility criteria. However, this accounted for 13 distinct studies since some papers used the same underlying data.

Two reviewers assessed all full-text papers. The level of agreement between the two reviewers was 100%. There were no eligible studies for RQ 6.1 on Transitions.

The study selection process can be found in Appendix G.

The documents and reasons for their exclusion are listed in Appendix J – Excluded studies.

1.1.8. Economic model

A bespoke model was developed to capture the costs and consequences of an intervention, or combination of interventions, that promote social, emotional and mental wellbeing in children and young people in primary and secondary education. It covers more than 1 evidence review in the guideline so the full write up is contained in a separate document rather than in appendix I (see Evidence review J).

Study

Table

Coote (2021) A cost-consequence and cost-benefit analysis of interventions to improve social, emotion al and mental wellbeing in schools

Table

Coote^a (2021) A cost-consequence and cost-benefit analysis of interventions to improve social, emotional and mental wellbeing in schools

1.1.9. Evidence statements

Sufficient data were not extractable for the following studies and has therefore been reported as evidence statements.

School transitions

Social and emotional skills

Evidence from 1 RCT (Rutt 2015 [N= 557]) showed no difference in confidence and self-esteem for children receiving a targeted literacy programme compared to usual support as they transitioned from primary to secondary school (effect size = 0.14, 95%CI −0.03 to 0.32, p = 0.10). The risk of bias for this evidence was rated as some concerns.

Behavioural outcomes

Evidence from 1 NRCT (Johnson 2008 [N= 157]) reported a mean change in school related misconduct for both low-risk and high-risk pupils receiving an integrated universal and selected intervention compared to control (mean change high-risk 0.80 vs 2.55) (mean change low-risk −0.08 vs 0.41). The significance of the results were not reported. The risk of bias of this evidence was moderate.

Academic attainment and progression

Moderate quality evidence from 1 RCT (Rutt 2015 [N= 557]) showed no difference in reading scores for children receiving a targeted literacy programme compared to usual support as they transitioned from primary to secondary school. (Effect size 0.12 95% CI −0.02 to 0.25). The risk of bias for this evidence was rated as some concerns.

Evidence from 1 RCT (Corsello 2015 [N= 521]) reported a significant difference for reading and maths scores for young people receiving a universal programme as they transitioned from middle to high school. (MD and 95% CI not reported). The risk of bias for this evidence was rated as some concerns.

Support for immigrants and refugees

Social and emotional skills

Evidence from 1 cRCT (Rousseau 2007 [N= 123]) showed no difference for self-esteem in children from immigrant or refugee families participating in drama therapy compared to a control group. (MD and 95% CI not reported). The risk of bias for this evidence was rated as some concerns.

Behavioural outcomes

Evidence from 1 cRCT (Rousseau 2007 [N= 123]) showed no difference for behavioural problems in children from immigrant or refugee families participating in drama therapy compared to a control group. (MD and 95% CI not reported). The risk of bias for this evidence was rated as some concerns.

Economic evidence statements

There were no eligible published studies for this review on transitions.

Coote (2021) aimed to quantify the costs and effectiveness, and hence the impact, of introducing a range of mental health and wellbeing interventions. The large range of interventions on offer and the circumstances in which the interventions are implemented made it difficult to draw robust conclusions regarding the effectiveness of interventions and associated economic impact.

2. Acceptability of transition support interventions

2.1. Review question

Are interventions to support the social, emotional and mental wellbeing of children and young people during periods of transition (such as between schools, life stages or due to traumatic events) acceptable to:

Children and young people
Teachers/practitioners delivering the interventions
Parents/Carers of children and young people receiving the interventions
Schools/teachers dealing with the consequences of transition e.g. secondary schools dealing with a child’s transition from primary to secondary school

2.1.1. Introduction

2.1.2. Summary of the protocol

Table 8

PICO Table.

2.1.3. Methods and process

Declarations of interest were recorded according to NICE’s conflicts of interest policy.

2.1.4. Qualitative evidence

2.1.4.1. Included studies

In total 19749 references were identified through systematic searches. Of these, 349 references were considered relevant, based on title and abstract, to the protocols for transition support in schools and were ordered. A total of 25 studies from 28 references were included and 319 references were excluded. There were 2 studies where the full text was unavailable. Additionally, 5 studies on Managed Moves were added after the search was completed.

A total of 10 studies from 8 publications were included for this review question on acceptability of transition support interventions.

Of the studies identified, 4 focused on school transitions (primary to secondary), 1 focused on children and young people from immigrant and refugee families and 5 focussed on Managed Moves.

See Appendix D for full evidence tables.

2.1.4.2. Excluded studies

See Appendix J for a full list of excluded studies.

2.1.5. Summary of studies included in the qualitative evidence

Support for school transitions

Table 9

Summary of qualitative studies identified for school transitions.

Table 10

Summary of themes and findings.

Table 11

Summary of qualitative evidence for school transitions.

Interventions to support children and young people from immigrant and refugee families

Table 12

Summary of qualitative studies identified for support for children and young people from immigrant and refugee families.

Table 13

Summary of themes and findings.

Table 14

Summary of qualitative evidence for support for children and young people from immigrant and refugee families.

Interventions to support ‘Managed Moves’

Table 15

Summary of qualitative studies of ‘Managed Moves’.

Summary of themes:

Making a new start
Sense of belonging
Building relationships with peers

Table 16

Summary of key qualitative findings for ‘Managed Moves’.

2.1.6. Summary of the qualitative evidence

See Appendix F for full GRADE-CERQual tables

3. Barriers and facilitators to transition support interventions

3.1. Review question

What are the barriers and facilitators to transition based interventions to promote social, emotional and mental wellbeing in children and young people?

3.1.1. Introduction

3.1.2. Summary of the protocol

Table 17

PICO Table.

3.1.3. Methods and process

Declarations of interest were recorded according to NICE’s conflicts of interest policy.

3.1.4. Qualitative evidence

3.1.4.1. Included studies

A total of 4 studies from 2 publications were included for this review question on barriers and facilitators to transition support interventions.

Of the studies identified, 4 studies focused on school transitions (primary to secondary) and 5 studies focused on Managed Moves. See Appendix D for full evidence tables.

3.1.4.2. Excluded studies

See Appendix J for a list of excluded studies.

3.1.5. Summary of studies included in the qualitative evidence

Support for school transitions

Table 18

Summary of qualitative studies for school transitions.

Table 19

Summary of barriers and facilitators.

Table 20

Summary of qualitative evidence for school transitions.

Interventions to support ‘Managed Moves’

Table 21

Summary of qualitative studies of ‘Managed Moves’.

Table 22

Summary of barriers and facilitators.

Table 23

Summary of key qualitative evidence for ‘Managed Moves’.

3.1.6. Summary of the qualitative evidence

See appendix F.2.1.3 for full GRADE-CERQual tables

4. Integration and discussion of the evidence

4.1. Mixed methods integration

4.1.1. Are the results/findings from individual syntheses supportive or contradictory?

The quantitative data was broadly mixed across all outcomes for school transition interventions. Effectiveness of interventions showed significant differences and non-significant differences for multiple outcomes. Qualitative evidence included themes around children and young people feeling supported and having worried alleviated by transition interventions, but this is not strongly supported by quantitative evidence. There was very limited qualitative data regarding support for refugees and immigrants, but this similarly included themes around benefits from derived from interventions. This somewhat contradicted the quantitative evidence, which showed no difference in social and emotional skills or behavioural outcomes.

4.1.2. Does the qualitative evidence explain why the intervention is/is not effective?

The quantitative data for school transition interventions was broadly mixed and the qualitative evidence did not explain why these interventions were effective or not effective. Regarding support for immigrants and refugees, qualitative evidence highlighted regarding privacy and schools being perceived as busy and hectic. This may partly explain quantitative data did not show significant effects.

4.1.3. Does the qualitative evidence explain differences in the direction and size of effect across the included quantitative studies?

Collectively the qualitative data did not provide clear explanations for the variations in quantitative data. However, it did highlight areas that could contribute to making transition interventions successful or unsuccessful. These elements included good staff appointments and flexibility as factors for success and timetabling and staffing issues.

4.1.4. Which aspects of the quantitative evidence were/were not explored in the qualitative studies and which aspects of the qualitative evidence were/were not tested in the quantitative studies?

The overlap between the quantitative and qualitative findings for this review does not make any meaningful integration possible. This is predominantly because the qualitative evidence is very much focussed on process related understanding. Additionally, qualitative themes around the impact of the interventions are only perceptions of impact and not objective measures. The themes are very useful in understanding why the transition interventions worked (or did not work), but other than at a very superficial level they unable (without substantial speculation) to explain the pupil level outcomes.

4.2. The committee’s discussion and interpretation of the evidence

4.2.1. The outcomes that matter most

The committee categorised outcomes of interest as social and emotional wellbeing (SEW) outcomes and academic outcomes and agreed that more weight should be given to the social and emotional outcomes. This is because, in theory, improvement in social and emotional wellbeing may lead to improvements in academic progression and attainment. Ultimately, an improvement in social and emotional outcomes may lead to overall improvement in quality of life. Within the category of social and emotional wellbeing, the committee agreed that these could be sub-categorised into social and emotional skills, behavioural outcomes and emotional distress.

Within the category of social and emotional outcomes, the committee agreed that a measure of emotional distress (e.g. depression or anxiety) was the most important, as this is often the reason a child or young person is identified as needing additional support. Furthermore, a reduction in symptoms of emotional distress is likely to have an immediate impact on the child’s wellbeing and reduce the chance of being diagnosed with a mental health disorder. This reduction in emotional distress may lead to fewer experiences of mental health difficulties and may also help the child or young person to concentrate better in class and achieve their academic goals for that school year. The committee also felt that less weight should be given to behavioural outcomes in this context as these might be a result of experiencing emotional distress. The committee acknowledged that social and emotional skills are very important in order to build the resilience needed to help manage adverse circumstances that might otherwise lead to emotional distress.

As mental health difficulties can impact on school measures, outcomes such as poor school attendance and school exclusions may serve as a proxy for identifying mental health-related problems. School exclusions are often a result of behavioural problems linked with emotional distress. The consequences of school exclusions often include family distress which may have a negative impact on mental wellbeing.

4.2.2. The quality of the evidence

School transitions

Quantitative evidence

There were 13 studies identified that evaluated interventions that provide support at a time of school transition. Of these studies, 4 were carried out in the UK, 4 in the USA, 3 in Greece, 1 in Portugal and 1 in Australia. Most of the studies focused on the transition between primary and secondary school (n=9). Other studies (n=3) focused on the middle to high school transition (UK equivalent KS3 to KS4) and the final study focused on children who had recently transitioned to the first year of primary school (UK equivalent KS1). Although education environments vary across different countries, the committee acknowledged that the type and timing of the transitions in the evidence were equally important in the UK setting.

The interventions evaluated in the studies varied. They included universal approaches which included transition-specific content in the curriculum or focused on social and emotional learning skills such as emotional literacy. Some interventions took a more whole-school approach to transitions. Other studies focused on targeted populations that needed extra support during transitions due to reasons including below average scores in literacy, elevated depression symptoms or children with ASD. Many of the interventions were delivered by school staff such as teachers, teaching assistants and SENCOs. Other interventions required a specialist provider such as an educational psychologist. One of the targeted interventions was provided by a counsellor.

The studies used usual support or other undefined control interventions as the comparator but did not always explain in detail what the students received. The committee would have liked to have had this detail, to enable a better interpretation of the findings and how it might apply to or differ from the UK setting.

The duration of the interventions ranged between 5 -12 weeks with some being delivered throughout most of the school year. The committee noted that this fitted an older model of school term time whereas in the UK, schools are starting to move towards a 6-term academic year with each term lasting at least 6 weeks. The committee acknowledged that the 9 to 10-week timeframe for interventions in the evidence might not be generalisable to this system.

Of the studies identified, 4 were cluster randomised controlled trials (cRCT), 3 were individually randomised controlled trials (RCT) and 6 were non-randomised controlled trials (NRCT). In a cluster design, participant data cannot be assumed to be independent of one another and should be accounted for in the analysis of the cRCT. Failure to do so leads to a unit of analysis error and over-estimation in the results. Whilst this is a known concern about analysing data in cRCTs, not all the included studies reported how they adjusted their analyses for clustering which impacted on the overall confidence in the evidence for these studies.

All the outcomes reported in these studies were obtained through self-reported measures. The committee identified that this may have implications with regards methodological limitations. For example, it is likely that participants knew which intervention they were allocated to and therefore the use of self-reported outcomes may introduce bias in outcome reporting.

There were no studies identified that reported on school exclusions. There were no unintended consequences reported in the studies, but the committee noted that there was no evidence that the interventions led to any harm based on the outcomes that were reported.

All outcomes were rated moderate to very low confidence in GRADE with most studies being low. The main reasons for downgrading were risk of bias of the study and imprecision of the effect estimates.

Qualitative evidence

There were 5 studies identified that contributed to the qualitative findings that included views and experiences of children moving between primary and secondary education. Two studies focused on those receiving a transition intervention. Three studies focused on curriculum support (universal literacy or maths and targeted support for both) at the time of transition through a programme that enhances the link between a secondary school and its feeder primary schools. These studies also included views and experiences of the teachers involved in the programmes, headteachers and education authority representatives. The themes identified included pre-intervention school transition expectations, the primary to secondary school link, impact on transition, post-intervention expectations of school transition and the post-intervention transition experience. Four studies also contributed to the findings for barriers and facilitators to implementing the intervention. The overall confidence in the evidence was moderate to high across all of the identified themes. The committee considered the evidence for managed moves separately from the general school transitions evidence because they agreed that managed moves might be a different case that made it more difficult for children and young people to integrate with their new school. They agreed that the evidence for managed moves raised the same kinds of themes that were found in the general data and were reassured that the recommendations they were making applied equally to people who were placed in schools as the result of a managed move.

Life transitions

Quantitative evidence

The committee reviewed some limited evidence about support for family break-up. There were 2 studies identified that evaluated interventions that provide support for children who are experiencing parental separation or divorce. Of these studies, 1 was carried out in the USA and 1 in The Netherlands. Both studies focused on primary school-aged children and were group interventions that specifically focused on divorce and parental separation. The interventions differed in the two studies in terms of who provided the group sessions. One study used school psychologists, social workers or the school principal. The other study used a psychiatric nurse, advanced clinical psychology graduate students or trained para-professionals. This does not reflect current practice and the committee were concerned about generalisability to the UK school setting.

Both studies used an undefined control intervention as the comparator did not further explain exactly what the children in the control group received. The committee would have liked to have had this detail, to enable a better interpretation of the findings and how it might apply to or differ from the UK setting.

There were 4 studies identified that evaluated interventions that provided support for young people who were from immigrant or refugee families. One study was carried out in Australia and three were carried out in Canada. One study included young people who had experienced war violence, one study included young people who were newly arrived immigrant and refugees. The remaining two studies included immigrant and refugee youth who had been assigned to special classes due to behavioural problems.

The interventions evaluated in the studies included drama therapy, theatre workshops, group tutoring and a CBT-based intervention. They were provided by a range of people including people from a variety of cultural backgrounds with training in psychology and/or creative arts therapies. One study used a core teacher and other studies used graduate psychology students. The interventions were delivered in sessions lasting 60-90mins.

The duration of the interventions were 8-12 weeks. As with school transition interventions, this fitted an older model of school term time and may not be generalisable to the newer model that schools are moving towards.

Five of the studies identified were cRCTs and the other was an NRCT. Not all the cRCTs reported how they adjusted their analyses for clustering which impacted on the overall confidence in the evidence from those studies.

All the outcomes reported in these studies were obtained through self-reported measures. The committee identified that this may have implications with regards to methodological limitations. For example, it is likely that participants knew which intervention they were allocated to and therefore the use of self-reported outcomes may introduce bias in outcome reporting.

There were no studies identified that reported on academic attainment and progression, school attendance or school exclusions. There were no unintended consequences reported in the studies, but the committee noted that there was no evidence that the interventions led to any harm based on the outcomes that were reported.

Qualitative evidence

There was one study identified that contributed to the qualitative findings for transition support for young people from immigrant and refugee families. This study explored the views and experiences of these young people who had received support from a secondary school-based mental health service. The themes identified in the study were the acceptability of the school setting, the role of teachers and impact of the intervention. Barriers to delivering the intervention were also identified in the study. The overall confidence in the evidence was moderate mainly due to just one study being identified.

4.2.3. Benefits and harms

School transitions

The quantitative evidence showed that interventions that used a transition-focused curriculum improved self-esteem and reduced loneliness and social dissatisfaction in children transitioning from primary to secondary school. An intervention that used a social and emotional learning curriculum showed an improvement in social skills and prosocial behaviour and a reduction in aggressive and disruptive behaviour in children who were in their first year of primary school.

Whole school approaches to transition showed no significant difference for bullying, depression symptoms, emotional symptoms, anxiety or stress.

Targeted approaches to transition may reduce behavioural difficulties for children moving from primary to secondary school but showed no significant difference for self-esteem or prosocial behaviour. A targeted intervention showed no significant difference for the number of young people above the clinical cut off for depression who were transitioning from middle to high school.

The qualitative evidence showed that children were mostly concerned about the fear of the unknown when moving from primary to secondary school. This was alleviated through increasing familiarisation with the new school environment and increasing preparedness with regards to the schoolwork that children and young people are expected to carry out in secondary education. These factors were key to the acceptability of the interventions aimed at supporting school transitions and were achieved through the implementation of an intervention that introduced cross-working between secondary schools and their feeder primaries. Considering this, the committee agreed that it was important for children to understand the culture and the environment of the school that they were moving into. They acknowledged that some of the interventions were curriculum-focused and this is important to schools, but they considered it important not to lose sight of the concerns of children undergoing transition. The committee also noted that because children and young people with SEND often require more support, it might be that extra opportunities for familiarisation of a new school would be needed for these children. Early transition arrangements are particularly important for SEND pupils.

The committee agreed that based on the evidence and extrapolating from it with their own experience and expertise it was clear that having a relationship with the child or young person would enable staff to understand the child or young person’s concerns and thoughts about changing schools and could plan ways to support them.

Some teachers in the qualitative evidence expressed concerns about the cross-working initially because of the risk of ‘stepping on the toes’ of teachers in the other schools. However, having a person in this role that can help build positive relationships between the schools can reduce these concerns and help to facilitate the intervention delivery. The committee would have liked more detail on what person would be ideal in this role but agreed that it did not have to be a teacher but could be another member of school staff. Whoever the person was, the appropriate sharing of information between schools can help smooth the transition for the child or young person, especially for those at risk of poor social, emotional and mental wellbeing.

The committee acknowledged that the qualitative evidence was based only on secondary schools and their feeder schools and that there was a gap in the evidence for children who move to a secondary school from a non-feeder school. These children will often move to their new school without the support of existing friendships. The committee reflected the importance of supporting children and young people with the loss of important relationships caused by school transitions, in their recommendations.

Significant life changes

The quantitative evidence showed that group interventions used to support children who have experienced parental separation or divorce may reduce behavioural problems but showed no statistical difference in improving competencies or reducing emotional distress.

The quantitative evidence showed that interventions to support newly arrived immigrant and refugee youth, including those who were targeted for behavioural problems showed no significant difference in improving self-esteem or prosocial behaviour. There was also no significant difference in reducing behavioural problems.

The qualitative evidence showed that refugee and immigrant youth were acceptinge of mental health support taking place in the school setting. They valued the safety and the familiarity that schools provided compared to a clinical setting and said that it helped to remove the stigma of seeking mental health support. However, some pupils were concerned about the hectic nature of schools and the potential for lack of privacy. Pupils also acknowledged that teachers played an important role in mediating or supporting their contact with the mental health service.

The committee noted the paucity of the evidence about the role that schools could play in supporting children and young people through difficult life changes outside of school, but agreed that schools should try to address any reasonable needs identified by children or young people going through these kinds of transitions, with the help of internal specialists (for example the safeguarding lead) and external agencies.

4.2.4. Cost effectiveness and resource use

The committee noted that no published cost effectiveness evidence had been identified on interventions to support the social, emotional and mental wellbeing of children during periods of transition (such as between schools, life stages or due to traumatic events).

In the absence of published evidence, the committee agreed it would be informative to develop a bespoke economic model to support decision makers understanding of the potential economic and wellbeing implications of introducing a new intervention. The model adopted cost consequences analysis as well as cost benefit analysis out of concern that the QALY is limited with regard to capturing the wide variety of outcomes relevant to childhood current and future wellbeing. Expert views were taken into account in the model. The committee noted that data paucity considerably limited the assessment of impact and cost effectiveness.

The committee considered the findings of the model which showed the interventions could be cost effective and what the key drivers of cost effectiveness were. However, they were mindful that the outcomes used in the model are associated with great uncertainty. They observed that children and young people’s outcomes could be positive or negative or a combination of the two. and that there was no evidence available to know the combined effect of an intervention across different outcomes. For positive outcomes they considered the model may over-estimate the overall benefit whereas for negative outcomes it may underestimate the total benefit. The committee believed it crucially important schools and other education settings take account of any potential adverse consequences in deciding whether to fund an intervention.

The committee were particularly concerned by the lack of studies on the long-term impact of intervening. They agreed that improvement in social and emotional wellbeing could lead to improvements in quality of life as well as improvements in academic progression and attainment. They also agreed there were likely to be benefits to the wider system including helping young people to become happy and successful adults, prepared for the opportunities, responsibilities and experiences of adult life. That the model was unable to capture these potential benefits due to an absence of data was considered a major limitation. From this view, the model could underestimate the benefit of all interventions. Other limitations noted include an oversimplification of the effect of an intervention by dichotomising continuous variables above and below a determined threshold and the lack of evidence on utility values. This could result in either underestimates or overestimates of the cost effectiveness outcomes.

They were also aware that the lack of data meant it had not been possible to adopt a holistic approach which captures the importance of a supportive and secure environment (e.g. supportive peers, role models, personal feelings of safety - to feel safe from being bullied, safe to report things without fear of stigma) and an ethos that avoids stigma and discrimination in relation to mental health and social and emotional difficulties.

The committee agreed that the potential cost effectiveness of an intervention is impacted by a myriad of factors including those relating to the intervention such as the local cost of delivery and who delivers the intervention as well as external factors such as family and peer relationships. It was also acknowledged by some that this is a relatively new field of science by which very minor changes in context or circumstance can dramatically impact the findings. Taken together with the substantial variability in the interventions available, the heterogeneity across schools and the limitations of the evidence the committee considered it unwise to draw broad conclusions from the model. Rather the committee agreed decision makers should make use of the economic model to understand the potential economic and wellbeing implications when considering the introduction of a new intervention in school and help identify any gaps in current research. The committee believe this could also help guide future research with the aim of improving the mental health and wellbeing of children and young people.

The committee highlighted that schools and higher educational settings have a statutory duty to address mental health issues – by teaching about and promoting mental well-being and ways to prevent negative impacts on mental well-being.

Finally, whilst the committee considered that implementing interventions might incur additional costs where these are not already in place, they believe that an integrated approach, using universal, whole school, targeted and transition interventions could prevent outcomes which can lead to costly consequences for wider system including the NHS, social services and the criminal justice system.

4.2.5. Other factors the committee took into account

The committee discussed the environment in primary schools where children frequently have close supervision from a trusted key adult and learn in small groups in a safe and nurturing environment. This environment should help with providing the framework for implementing extra support for social and emotional wellbeing. In contrast the environment in secondary school where children and young people work in different groups with multiple teachers and where there are generally different expectations, requires them to take care of themselves more. The qualitative evidence supports this view in that pupils moving from primary to secondary school were anxious about the new daunting and complex environment. This type of dynamic environment may contribute to a delay in identifying children and young people with poor social and emotional competencies. The committee agreed that children and young people need to be supported through those changing relationships.

The committee considered that key information about the pupil should be transferred when they start a new school but should be used in a non-stigmatised way. This information should focus on the pupil’s strengths as well as their needs. The committee considered parent involvement in discussions around the information that is transferred between schools. They noted that is was good practice for schools to be working in a person-centred way which would involve scheduling a transition meeting with parents to consider their child’s social and emotional wellbeing if a possible need for support has been identified.

The committee noted that in practice, access to peer support such as mentors and ‘buddy’ systems is key to successful school transitions, though training needed to be given to the mentors and made recommendations to this effect. They considered that primary schools could focus on building friendships ahead of these pupils meeting new peers. They also considered that it was important to continue the transition support once the child was at their new school and the new school had a responsibility to make sure that each child and young person was thriving in the new environment. The committee therefore made a recommendation to continue provide support after transitions have taken place. They were of the opinion that children who were known to be at higher risk of poor social, emotional and mental wellbeing should be monitored more often. They acknowledged that the new statutory guidance “Relationships education, relationships and sex education (RSE) and health education” (Department for Education) will help to schools enable pupils feel comfortable and confident during school transition.

Finally, the committee discussed managed moves, where a child or young person is placed in a new school by the local authority or by school-to-school voluntary agreement. They agreed that in their experience these transitions should be treated in the same way as other transitions and therefore all of the recommendations would apply to them.

4.2.6. Recommendations supported by this evidence review

This evidence review supports recommendations 1.5.1 to 1.5.7 and the research recommendation on Transitions.

5. References – included studies

5.1. Effectiveness and qualitative

Bagley, C. and Hallam, S. (2015) Managed moves: school and local authority staff perceptions of processes, success and challenges. Emotional and Behavioural Difficulties 20(4): 432–447
Bagley, Christopher and Hallam, Susan (2016) Young people’s and parent’s perceptions of managed moves. Emotional & Behavioural Difficulties 21(2): 205–227
Bagnall, Charlotte Louise, Fox, Claire Louise, Skipper, Yvonne et al. (2021) Evaluating a universal emotional-centred intervention to improve children’s emotional well-being over primary-secondary school transition. Advances in Educational Research and Evaluatio. 2(1): 113–126
Blossom, JB, Adrian, MC, Stoep, AV et al. (2019) Mechanisms of Change in the Prevention of Depression: an Indicated School-Based Prevention Trial at the Transition to High School. Journal of the American Academy of Child and Adolescent Psychiatry [PMC free article: PMC6920576] [PubMed: 31228560]
Brouzos, Andreas, Vassilopoulos, Stephanos P, Vlachioti, Antigone et al. (2020) A coping?oriented group intervention for students waiting to undergo secondary school transition: Effects on coping strategies, self?esteem, and social anxiety symptoms. Psychology in the Schools 57(1): 31–43
Bryan R; Treanor M; MVA C (2007) Evaluation of pilots to improve primary to secondary school transitions *EAST AYRSHIRE*. Scottish Executive
Bryan R; Treanor M; MVA C (2007) Evaluation of pilots to improve primary to secondary school transitions *EASTBANK ACADEMY*. Scottish Executive
Bryan, Ruth; Treanor, Morag; MVA, Consultancy (2007) Evaluation of pilots to improve primary to secondary school transitions *NORTH LANARKSHIRE*. Scottish Executive
Bunn, Helena and Boesley, Lauren (2019) My New School: Transition to high school for children with special educational needs in England-Findings and ideas for practice. Support for Learning 34(2): 128–147
Coelho, Vitor Alexandre; Marchante, Marta; Jimerson, Shane R (2017) Promoting a Positive Middle School Transition: A Randomized-Controlled Treatment Study Examining Self-Concept and Self-Esteem. Journal of youth and adolescence 46(3): 558–569 [PubMed: 27230119]
Corsello, Maryann and Sharma, Anu (2015) The Building Assets-Reducing Risks Program: Replication and Expansion of an Effective Strategy to Turn Around Low-Achieving Schools. i3 Development Grant. Final Report. Grantee Submission: 1–59
Corsello, Maryann; Sharma, Anu; Jerabek, Angela (2015) Successful Transition to High School: A Randomized Controlled Trial of the Barr Model with 9th Grade Students.: 1–11
Craggs, Holly and Kelly, Catherine (2018) School Belonging: Listening to the Voices of Secondary School Students Who Have Undergone Managed Moves. School Psychology International 39(1): 56–73
Cross, D., Shaw, T., Epstein, M. et al. (2018) Impact of the Friendly Schools whole-school intervention on transition to secondary school and adolescent bullying behaviour. European Journal of Education 53(4): 495–513
Dawes, M, Farmer, T, Hamm, J et al. (2019) Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: impact of a Developmentally Responsive Multi-Component Intervention. Journal of youth and adolescence [PubMed: 31705384]
Fazel, Mina; Garcia, Jo; Stein, Alan (2016) The right location? Experiences of refugee adolescents seen by school-based mental health services. Clinical child psychology and psychiatry 21(3): 368–80 [PubMed: 26907460]
Flitcroft, D. and Kelly, C. (2016) An appreciative exploration of how schools create a sense of belonging to facilitate the successful transition to a new school for pupils involved in a managed move. Emotional and Behavioural Difficulties 21(3): 301–313
Harris, B., K. Vincent, P. Thomson ART (2006) Does Every Child Know They Matter? Pupils’ Views of One Alternative to Exclusion. Pastoral Care in Education: 28–38
Humphrey, Neil and Ainscow, Mel (2006) Transition Club: Facilitating Learning, Participation and Psychological Adjustment during the Transition to Secondary School. European Journal of Psychology of Education 21(3): 319–331
Johnson, Valerie L, Holt, Laura J, Bry, Brenna H et al. (2008) Effects of an integrated prevention program on urban youth transitioning into high school. Journal of Applied School Psychology 24(2): 225–246
Makover, H, Adrian, M, Wilks, C et al. (2019) Indicated Prevention for Depression at the Transition to High School: outcomes for Depression and Anxiety. Prevention science 20(4): 499–509 [PubMed: 30852711]
Mandy, William, Murin, Marianna, Baykaner, Ozlem et al. (2016) Easing the Transition to Secondary Education for Children with Autism Spectrum Disorder: An Evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD). Autism: The International Journal of Research and Practice 20(5): 580–590 [PMC free article: PMC4887819] [PubMed: 26304678]
Ooi, Chew S., Rooney, Rosanna M., Roberts, Clare et al. (2016) The Efficacy of a Group Cognitive Behavioral Therapy for War-Affected Young Migrants Living in Australia: A Cluster Randomized Controlled Trial. Frontiers in psychology 7: 1641 [PMC free article: PMC5086861] [PubMed: 27843435]
Pedro-Carroll, J.L., Alpert-Gillis L (1997) Preventive Interventions for Children of Divorce: A Developmental Model for 5 and 6 Year Old Children. Journal of Primary Prevention 18: 5–23
Pedro-Carroll, JoAnne L; Sutton, Sara E; Wyman, Peter A (1999) A two-year follow-up evaluation of a preventive intervention for young children of divorce. School Psychology Review 28(3): 467–476
Pelleboer-Gunnink, Hannah A, Van der Valk, Inge E, Branje, Susan J T et al. (2015) Effectiveness and moderators of the preventive intervention kids in divorce situations: A randomized controlled trial. Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43) 29(5): 799–805 [PubMed: 26121535]
Qualter, P., Whiteley, H. E., Hutchinson, J. M. et al. (2007) Supporting the Development of Emotional Intelligence Competencies to Ease the Transition from Primary to High School. Educational Psychology in Practice 23(1): 79–95
Rousseau, Cecile, Beauregard, Caroline, Daignault, Katherine et al. (2014) A cluster randomized-controlled trial of a classroom-based drama workshop program to improve mental health outcomes among immigrant and refugee youth in special classes. PloS one 9(8): e104704 [PMC free article: PMC4134233] [PubMed: 25127251]
Rousseau, Cecile, Benoit, Maryse, Gauthier, Marie-France et al. (2007) Classroom drama therapy program for immigrant and refugee adolescents: a pilot study. Clinical child psychology and psychiatry 12(3): 451–65 [PubMed: 17953131]
Rutt, Simon; Kettlewell, Kelly; Bernardinelli, Daniele (2015) Catch Up? Literacy: Evaluation Report and Executive Summary.: 1–33
Vassilopoulos, Stephanos P.; Brouzos, Andreas; Koutsianou, Athina (2018) Outcomes of a Universal Social and Emotional Learning (SEL) Group for Facilitating First-Grade Students’ School Adjustment. International Journal of School & Educational Psychology 6(3): 223–236
Vassilopoulos, Stephanos P., Diakogiorgi, Kleopatra, Brouzos, Andreas et al. (2018) A Problem-Oriented Group Approach to Reduce Children’s Fears and Concerns about the Secondary School Transition. Journal of Psychologists and Counsellors in Schools 28(1): 84–101
Vincent, K., B. Harris, P. Thomson ART (2007) Managed Moves: Schools Collaborating for Collective Gain. Emotional and Behavioural Difficulties 4(12): 283–298

5.2. Economic

No economic studies were included.

Appendices

Appendix A. Review protocols

A.1. Review protocol for transition support (PDF, 236K)

Appendix B. Literature search strategies

Please see below for Medline strategy. For full search strategies refer to the searches document on the guideline webpage. Source: MEDLINE

Database: Ovid MEDLINE(R) <1946 to January 22, 2020>

Search Strategy:

------------------------------------------------------------

((school* or year or class or “key stage*”) and transition*).ti,ab. (21405)
“education* transition*”.ti,ab. (63)
(school adj2 (adjust* or maladjust* or engagement* or intergrat* or connected* or belonging)).ti,ab. (1354)
((school* or academic) adj2 (achieve* or attain* or progress* or success or motivat*)).ti,ab. (7916)
or/1-4 (30311)
((start* or move or moving or change or changing or enter or entering or entry or admission* or transfer* or settle or settling or transition*) adj2 school*).ti,ab. (3949)
(“ready child*” or “ready school*” or “ready famil*”).ti,ab. (4)
“school readiness”.ti,ab. (457)
(school* and (exclud* or exclusion* or refus* or isolat*)).ti,ab. (8276)
(admission* and (casual or “in year” or in-year or fair) and school*).ti,ab. (59)
(life adj2 (chang* or transition* or disrupt*)).ti,ab. (7422)
“adverse childhood experience*”.ti,ab. (1072)
Life Change Events/ (22457)
((famil* or parent* or marital or marriage) adj3 (break* or split or divorce or separat*)).ti,ab. (5920)
Family separation/ or Divorce/ (4648)
child abuse/ or child abuse, sexual/ (29836)
((domestic or family or child* or physical or emotional or sexual) adj3 (abuse* or violence or exploit*)).ti,ab. (36111)
(child* adj3 (neglect* or mistreat* or maltreat* or molest*)).ti,ab. (7596)
puberty.ti,ab. (24407)
Puberty/ (13149)
(grief or death or bereave* or mourn*).ti,ab. (603096)
bereavement/ or grief/ (12975)
((parent* or carer*) adj3 (depress* or anxiet* or “mental health”)).ti,ab. (5746)
((family or parent*) and ((alcohol or drug or substance) adj2 (use* or misuse* or abuse* or addict*))).ti,ab. (18248)
((parent* or carer*) and (prison* or imprisoned or incarcerat*)).ti,ab. (624)
((move or moving) adj2 (home or house)).ti,ab. (164)
(migrant* or migrat* or immigrant* or refugee* or “asylum seek*”).ti,ab. (292420)
Refugees/ or “Transients and Migrants”/ or “Emigrants and Immigrants”/ (30760)
((homeless* or housing or street) adj3 (child* or teen* or youth* or “young person*” or “young people” or adolescen*)).ti,ab. (2173)
(runaway* adj3 (child* or teen* or youth* or “young person*” or “young people” or adolescen*)).ti,ab. (232)
Homeless Youth/ (1250)
((poverty or impoverish* or poor or “low income”) and (child* or teen* or youth* or “young person*” or “young people” or adolescen* or famil* or parent*)).ti,ab. (92323)
Poverty/ (36646)
((chronic or “long term” or long-term) adj2 (illness or ill-health or “ill health” or disease* or condition*)).ti,ab. (197760)
Chronic Disease/ (259476)
Disabled Children/ (6109)
((disabled or disabilit* or handicap*) adj3 (child* or teen* or youth* or “young person*” or “young people” or adolescen*)).ti,ab. (14318)
or/6-37 (1546787)
(school* or pupil* or teacher or teaching or headteacher* or headmaster* or headmistress*).ti,ab. (367463)
(((city or technical) and (academy or academies or college*)) or sixth-form* or “sixth form*” or “6th form*” or “lower six*” or “upper six*” or “post 16” or post-16 or “further education”).ti,ab. (4715)
(“secure children* home*” or “young offender* institution*” or “secure training cent*” or “secure school*”).ti,ab. (50)
(“year one” or “year 1” or “year two” or “year 2” or “year three” or “year 3” or “year four” or “year 4” or “year five” or “year 5” or “year six” or “year 6” or “year seven” or “year 7” or “year eight” or “year 8” or “year nine” or “year 9” or “year ten” or “year 10” or “year eleven” or “year 11” or “year twelve” or “year 12” or “year thirteen” or “year 13” or “key stage one” or “key stage 1” or “key stage two” or “key stage 2” or “key stage three” or “key stage 3” or “key stage four” or “key stage 4” or “key stage five” or “key stage 5” or KS1 or KS2 or KS3 of KS4 or KS5 or “grade one” or “grade 1” or “grade two” or “grade 2” or “grade three” or “grade 3” or “grade four” or “grade 4” or “grade five” or “grade 5” or “grade six” or “grade 6” or “grade seven” or “grade 7” or “grade eight” or “grade 8” or “grade nine” or “grade 9” or “grade ten” or “grade 10” or “grade eleven” or “grade 11” or “grade twelve” or “grade 12” or “first grade” or “1st grade*” or “second grade*” or “2nd grade*” or “third grade*” or “3rd grade*” or “fourth grade*” or “4th grade*” or “fifth grade*” or “5th grade*” or “sixth grade*” or “6th grade*” or “seventh grade*” or “7th grade*” or “eighth grade*” or “8th grade*” or “ninth grade*” or “9th grade*” or “tenth grade*” or “10th grade*” or “eleventh grade*” or “11th grade*” or “twelfth grade*” or “12th grade*”).ti,ab. (101504)
schools/ or school health services/ or school nursing/ or school teachers/ (55762)
or/39-43 (468490)
(medical or medicine or dental or dentist* or doctor* or physician* or nursing or “teaching hospital*” or undergraduate* or graduate* or postgraduate* or preschool* or pre-school* or nursery or “higher education” or university or universities).ti,ab. (2180256)
44 not 45 (280236)
5 and 38 and 46 (2418)
limit 47 to (letter or historical article or comment or editorial or news or case reports) (50)
47 not 48 (2368)
limit 49 to english language (2285)
limit 50 to yr=“1995 -Current” (2025)
remove duplicates from 51 (2017)

Appendix H. Economic evidence tables

No published economic evaluations were identified for RQ6.1 on Transitions.

Appendix I. Health economic model

Appendix J. Excluded studies

Table

Not a systematic review Qualitative study conducted outside of the UK

Excluded economic studies

Table

Appendix K. Research recommendations – full details

K.1. Research recommendation (PDF, 141K)

K.2. Research recommendation (PDF, 144K)

Appendix L. Conceptual framework model

Download PDF (188K)

Final

Evidence reviews underpinning recommendations 1.5.1 to 1.5.7 and research recommendations in the NICE guideline

These evidence reviews were developed by developed by the Public Health Guidelines team

Disclaimer: The recommendations in this guideline represent the view of NICE, arrived at after careful consideration of the evidence available. When exercising their judgement, professionals are expected to take this guideline fully into account, alongside the individual needs, preferences and values of their patients or service users. The recommendations in this guideline are not mandatory and the guideline does not override the responsibility of healthcare professionals to make decisions appropriate to the circumstances of the individual patient, in consultation with the patient and/or their carer or guardian.

Local commissioners and/or providers have a responsibility to enable the guideline to be applied when individual health professionals and their patients or service users wish to use it. They should do so in the context of local and national priorities for funding and developing services, and in light of their duties to have due regard to the need to eliminate unlawful discrimination, to advance equality of opportunity and to reduce health inequalities. Nothing in this guideline should be interpreted in a way that would be inconsistent with compliance with those duties.

NICE guidelines cover health and care in England. Decisions on how they apply in other UK countries are made by ministers in the Welsh Government, Scottish Government, and Northern Ireland Executive. All NICE guidance is subject to regular review and may be updated or withdrawn.

Bookshelf ID: NBK589826PMID: 37011113

Table 1PICO Table

Population	Children (including those with SEND) in UK key stages 1 and 2 or equivalent in primary education Children and young people (including those with SEND) in UK key stages 3 to 4 or equivalent in secondary education Young people in post-16 education (further education) up to the age of 18 or 19 for young people without SEND up to the age of 25 for young people with SEND who are experiencing a transition which falls into the following categories: Educational transition (e.g. primary to secondary school) Life transition (e.g. family break-ups or bereavement) Developmental transition (e.g. puberty)
Intervention	Interventions to support social, emotional and mental wellbeing of children and young people during periods of transition. For example: induction days for primary school children in their secondary school, sessions providing information on puberty etc.
Comparator	Usual practice (can include no intervention or waiting list)
Outcomes	Social and emotional wellbeing outcomes Any validated measure of mental, social, emotional or psychological wellbeing categorised as: Social and emotional skills and attitudes (such as knowledge) Emotional distress (such as depression, anxiety and stress) Behavioural outcomes that are observed (such as positive social behaviour, conduct problems) Academic outcomes Academic progression and attainment Other outcomes School attendance School exclusions Unintended consequences (e.g. stigma, reinforcement of negative behaviours) Quality of life

Table 2Summary of studies identified for school transitions

Study [Country]	Study design	Setting	Equivalent UK Key stage	Population (N)	Intervention	Comparator	Outcome(s)
Bagnall 2021 [UK]	NRCT	Primary schools	KS2	Children in Year 6 transitioning to secondary school (aged 10-11 years) (N= 309)	Talking about School Transition (TaST)	Control (not described)	Emotional distress Emotional symptoms
Brouzos 2020 [Greece]	NCRT	Elementary schools	KS2	Children in Year 6 transitioning to secondary school (age not reported) (N=82)	Coping-oriented group program	No intervention	Social and emotional skills Social skills Emotional distress Anxiety
Coehlo 2017 [Portugal]	cRCT	Middle schools	KS2	Pupils transitioning to middle school (approx. age 9) (N= 1148)	Positive transitions program	Control (not described)	Social and emotional skills Self-esteem
Corsello 2015a; 2015b [USA]	RCT	High schools	KS4	Pupils in 9^th grade (first year of high school, usually aged 14-15 years) (N= 521)	Building Assets Reducing Risks (BARR)	Usual support	Academic attainment and progression Maths Reading
Cross 2018 [Australia]	cRCT	Secondary school	KS3	Pupils who have recently transitioned to secondary school (mean age 13 years) (N= 2966)	The Friendly Schools Project	Usual support	Emotional distress Depression Anxiety Stress
Dawes 2019 [USA]	cRCT	Middle schools	KS3	Pupils in their first year of middle school (6^th grade, usually aged 11-12 years) (N= 2486)	BASE program	Control (not described)	Emotional distress Social anxiety Emotional symptoms
Johnson 2008 [USA]	NRCT	High school	KS3	Pupils transitioning from middle school to high school (mean age 14 years) (N=157)	Universal Peer Group Connection Selective Adult mentoring Program	No intervention	Behavioural outcomes School-related misconduct
Makover 2019 [USA]	RCT	Middle school	KS3	Pupils with elevated depression scores transitioning from middle school to high school (usually age 14) (N= 480)	The High School Transition Program	Usual support	Emotional distress Above the clinical cut-off for depression
Mandy 2016 [UK]	NRCT	Secondary school	KS3	Pupils with ASD transitioning from mainstream primary school to mainstream secondary school (mean age 11.5 years) (N= 37)	STEP-ASD	Usual support	Behavioural outcomes SDQ (total difficulties) SDQ (prosocial behaviour)
Qualter 2007 [UK]	NRCT	Secondary school	KS3	Pupils in year 7 who have transitioned to secondary school (age range 11-12 years) (N= 82)	Emotional Literacy intervention	Usual support	Social and emotional skills Emotional intelligence School attendance Unauthorised absence
Rutt 2015 [UK]	RCT	Secondary schools	KS2	Pupils with predicted KS2 reading levels below level 4b about to transition to secondary school (usually aged 10-11 years) (N= 557)	Catch Up Literacy	Usual support	Social and emotional skills Self-esteem Academic attainment and progression Literacy
Vassilopoulos 2018a [Greece]	NRCT	Elementary schools	KS1	Pupils in first grade (mean age 6 years) (N= 114)	Social and emotional learning	Usual support	Social and emotional skills Social skills Behavioural outcomes Prosocial behaviour Aggressive and disruptive behaviour
Vassilopoulos 2018b [Greece]	cRCT	Primary schools	KS2	Pupils in year 6 transitioning to secondary school (usually age 11-12 years) (N= 54)	Problem-orientated transition group	No intervention	Emotional distress Loneliness and dissatisfaction

Table 3Summary of interventions for school transitions

Brief name	Studies	Rationale, theory or goal	Materials used	Procedures used	Provider	Delivery method	Duration/intensity	Treatment fidelity
BARR	Corsello 2015a; 2015b	BARR is built on three developmental theories: developmental assets risk and protective factors the attribution theory of student motivation	Not reported	The BARR model consists of eight strategies that are interconnected and function as a whole	Cohort teacher teams	Group	One year	Reported graphically
BASE Program	Dawes 2019	Not reported	additional training content activities support	BASE consists of three complementary components: Academic Engagement Enhancement, Competence Enhancement Behaviour Management, Social Dynamics Management	Teachers	Group	School year	Not reported
Catch up literacy	Rutt 2015	A structured one-to-one literacy intervention for learners aged 6 to 14 who are struggling to learn to read	Online list of more than 8,000 books that have been categorised into 12 gradually increasing levels of difficulty.	The intervention is made up of 4 mains stages Stage 1 Assessments for learning Stage 2 Selecting an appropriate book Stage 3 Individual 15 min sessions Stage 4 Ongoing monitoring	Teaching assistants	Individual	2 × 15 minute sessions per week for 30 weeks	Mid-point: 15 of the 22 (68%) Tas were delivering two sessions per week End-point: 24 of the 27 (89%) Tas were delivering two sessions per week
Coping-oriented group program	Brouzos 2020	To develop an understanding of the impending academic transition and coping skills.	Not reported	Overview of sessions: Let’s make our group Getting ready for secondary school Making new friends and keeping old ones Solving problems at school The progress of our group.	Students attending a master’s degree program in School Counselling	Groups	1 × 45 min session per week for 5 consecutive weeks	Not reported
Emotional Literacy intervention	Qualter 2007	Not reported	Book for each pupil Cards for peer mentors Support packs for teachers	Peer mentors play the ‘Cool card’ games with their mentees Tutors also support the programme through work in tutorials	Peer mentors (year 10 pupils) Tutors	Groups	Not reported	Not reported
High School Transitions Program	Makover 2019	Aims to reduce depression, anxiety, and school problems in at-risk youth coping with the transition to high school. It combines components of programmes proven effective in reducing depression and anxiety	Not reported	In Grade 8 group-based sessions were delivered In Grade 9, 1:1 booster sessions were given Individual parent sessions were held at home in both Grade 8 and Grade 9	Master’s level counsellors in mental health	Group and individual	12 × 1 hour group sessions 4 one to one sessions 2 home visits	Not reported
Positive Transitions program	Coehlo 2017	To promote school adjustment in the transition to middle school	Not reported	4^th grade Classroom sessions A visit to middle school 5^th grade Classroom sessions	Educational psychologist	Group	20 × 50 min sessions (15 in 4^th grade and 5 in 5^th grade)	Not reported
Problem-orientated transition group	Vassilopoulos 2018b	Capitalised on the recent experimental evidence suggesting that altering negative cognitions can increase positive thinking and decrease worries and fears about an impending secondary school transition	Not reported	Brief introduction Group exercises Discussion	Graduate student	Group	1 × 90 min session per week for 5 weeks	Not reported
Selective Adult mentoring Program	Johnson 2008	Behavioral change theory Social learning theory	Not reported	Mentors speak with student’s teachers Meet with the student during the school day to discuss assignments, achievements, discipline etc	Teachers/Staff	individual	25-30 mins per week for 8 weeks	Not reported
Social and emotional learning	Vassilopoulos 2018a	Universal social and emotional (SEL) group program designed to facilitate first-grade students’ school adjustment	Group/individual activities such as verbal and nonverbal communication games, painting, music	Brief introduction and recap of previous session Learning and practicing skills Whole group discussions Conclusions	Graduate students	Group	7 × 45 min sessions over 7 consecutive weeks	Not reported
STEP-ASD	Mandy 2016	The intervention works by helping parents and teachers develop their shared understanding of the child’s needs and abilities and then promoting individualised modifications at secondary school. seeks to modify and improve existing practices in schools, rather than impose extensive additional tasks on school staff	STEP-ASD manual (“Transitions pack”)	Bridge meeting held in summer term prior to transition Development of an individualised plan Plan and profile shared with secondary school Implementation Monitoring	School staff (teachers, SENCOs)	Individual	Not reported	80% of schools reported that the transition management plan had been implemented
Talking about School Transition (TaST)	Bagnall 2021	Theoretically underpinned by Resilience Theory	Lesson plan script PowerPoint presentation slides Transition workbook	Helping children to position the transition as a progression as opposed to a loss. Building children’s coping skills and looking forward to secondary school. Emphasising the importance of social support, how this may change at secondary school, and how to cope with this to continue accessing social support.	Year 6 teachers	Individual, group and class-based activities	1 × 1 hour session per week for a duration of 5 weeks	Year 6 teachers delivering TaST were asked to complete a process evaluation feedback form.
The Friendly Schools Project	Cross 2018	Socio-ecological approach that considered the factors that influence students’ bullying experiences at multiple levels.	Student component: Curriculum Educational magazine Parent component: Booklets Newsletters	Pre-transition: booklets for parents and students; capacity-building engagement with primary and secondary school staff Transition: Training and resources to support whole-school and staff; classroom resources Post-transition: Maintenance and resources for school staff	Researchers and teachers	Group; whole school	2 years duration year 8 (8 hrs of classroom activities) year 9 (3.5hrs of curriculum activities)	Not reported
Universal Peer Group Connection	Johnson 2008	Behavioral change theory Social learning theory	Manualised universal program	enhance a sense of school attachment, create a kinship to other prosocial peers, provide skills necessary to make informed decisions resist negative influences set realistic goals manage anger and stress, and develop a belief system consistent with an achievement orientation	Peers	Group	1 × weekly sessions (1 class period) over the school year	Observers rated the overall effectiveness of the peer leaders group sessions and found 82% as being satisfactory or higher

Table 4Summary of studies identified for transition support during family break-up

Study [Country]

Study design

Setting

Equivalent UK Key stage

Population

Intervention

Comparator

Outcome(s)

Pedro-Carroll 1999 [USA]

NRCT

Kindergarten and first grade (elementary school)

KS2

Children in kindergarten and first grade (aged 5-7 years) who have experienced parental separation or divorce (N= 49)

Children of divorce intervention program (CODIP)

Control (not described)

Social and emotional skills

Competencies

Behavioural outcomes

Behavioural problems

Pelleboer-Gunnink 2015 [The Netherlands]

cRCT

Primary school

KS2

Children in primary schools who have experience parental divorce (mean age 10.1 years) (N= 156)

Kids in Divorce Situations (KIDS)

Control (not described)

Emotional distress

Emotional symptoms

Table 5Summary of interventions for transition support during family break-up

Brief name

Studies

Rationale, theory or goal

Materials used

Procedures used

Provider

Delivery method

Duration/intensity

Treatment fidelity

CODIP

Pedro-Carroll 1999

To create a supportive group environment to help children cope with change as a result of their parents divorce.

Puppets
Doll families
Books
Games
An ‘All about me book’

Children’s groups - The programme followed a structured, sequential curriculum
Parental involvement - Group leaders provided information and support to parents through individual contact and newsletters.

school psychologists
social workers
school principal
psychiatric nurse,
advanced clinical psychology graduate students,
trained para-professionals.

Group

12 × 45 minutes sessions

Not reported

KIDS

Pelleboer-Gunnink 2015

Deals with children’s misconceptions about divorce and acquiring coping skills such as problem-solving skills, and seeking social support

Letter and factsheet for parents

Brochures

Problem-solving skills
Role-playing

Discussions

KIDS coaches (mental health professional)

Groups

8 × 1 hour meetings

2 meetings for parents

Not reported

Table 6Summary of studies identified for transition support for children and young people from immigrant or refugee families

Study [Country]	Study design	Setting	Equivalent UK Key stage	Population	Intervention	Comparator	Outcome(s)
Ooi 2016 (Australia)	cRCT	Primary and secondary schools	KS2-Post 16	Children and young people exposed to war violence now living in Australia (age range 10-17years) (N= 82)	Teaching Recovery Techniques (TRT)	Waiting list	Emotional distress Depression Behavioural outcomes SDQ total difficulties SDQ prosocial subscale
Rousseau 2007 (Canada)	cRCT	Secondary school	KS3-Post 16	Newly arrived refugee and immigrant youth (mean age 14 years) (N= 123)	Drama therapy	Control (not described)	Social and emotional skills Self-esteem Behavioural outcomes SDQ
Rousseau 2014 (Canada)	cRCT	Secondary school	KS3	Refugee and immigrant youth assigned to special classes, because of learning or behavioural problems (mean age 14 years) (N= 477)	Theatre expression workshops	Usual support	Behavioural outcomes SDQ impact
Rousseau 2014 (Canada)	cRCT	Secondary school	KS3		Group tutoring program	Usual support	Behavioural outcomes SDQ impact

Table 7Summary of interventions for transition support for children and young people from immigrant or refugee families

Brief name	Studies	Rationale, theory or goal	Materials used	Procedures used	Provider	Delivery method	Duration/intensity	Treatment fidelity
Drama therapy	Rousseau 2007	To give young immigrants and refugees a chance to re-appropriate and share group stories	Not reported	During each session, a topic is introduced by (e.g. migration, families, belonging) and students are invited to express their experiences of the topic using drama and other playback techniques.	Pluriel team (6 people from a variety of cultural backgrounds with training in psychology and/or creative arts therapies)	Group	9 × 90 minute session (one per week)	Not reported
Group tutoring program	Rousseau 2014	Focused on differentiated academic instruction and aimed to improve overall academic adjustment	Curricula based on the Quebec Education Program in reading, maths, social studies and science	Individualised student objectives for reading fluency and maths were implemented	Core teacher	Group	12 × 90 minute sessions (one per week)	Not reported
Theatre expression workshops	Rousseau 2014	To help immigrant children and adolescents to bridge the gap between home and school; past and present; and to work through their experiences of loss and trauma	Manualised	Warm-up exercises Improvisation	Two members of the intervention team	Group	12 × 90 minute workshops (one per week)	Not reported
TRT	Ooi 2016	Designed to educate children who are survivors of war conflict about their symptoms and teach them adaptive coping strategies	Not reported	Sessions were designed to address the three elements of PTSD	Primary author and graduate psychology students	Group	8 × 60 minute sessions	Mean content coverage was 92.76%

School transitions: Intervention compared to control for social, emotional and mental wellbeing

Patient or population: Children and young people transitioning schools

Intervention: School transitions: Intervention

Comparison: Control

Outcomes	Illustrative comparative risks^* (95% CI)		Relative effect (95% CI)	No of Participants (studies)	Quality of the evidence (GRADE)	Comments
	Assumed risk	Corresponding risk
	Control	School transitions: Intervention
Social and emotional skills – NRCTs (Brouzos 2020, Qualter 2007, Vassilopoulos 2018a)		The mean social and emotional skills - nrcts in the intervention groups was 1.06 higher (0.02 to 2.11 higher)		535 (3 studies)	⊕⊕⊕⊝ moderate ¹	MD 1.06 (0.02 to 2.11)
Social and emotional skills – Self-esteem (Coehlo 2017)		The mean social and emotional skills – self-esteem in the intervention group was 1.36 higher (0.71 to 2.01 higher)		1148 (1 study)	⊕⊕⊝⊝ low ⁵ ^, ²	MD 1.36 (0.71 to 2.01)
Emotional distress – Depression (Cross 2018, Dawes 2019, Vassilopoulos 2018b)		The mean emotional distress - depression in the intervention groups was 0.04 lower (0.13 lower to 0.06 higher)		5506 (3 studies)	⊕⊝⊝⊝ very low ² ^, ³	MD −0.04 (−0.13 to 0.06)
Emotional distress – Depression (number scoring above clinical cut-off) (Makover 2019)	381 per 1000	316 per 1000 (247 to 407)	RR 0.83 (0.65 to 1.07)	480 (1 study)	⊕⊕⊝⊝ low ⁵ ^, ⁶
Emotional distress – Anxiety (Cross 2018, Dawes 2019)		The mean emotional distress - anxiety in the intervention groups was 0.02 lower (0.04 lower to 0 higher)		5452 (2 studies)	⊕⊕⊕⊝ moderate ¹	MD −0.02 (−0.04 to 0)
Emotional distress – Stress (Cross 2018)		The mean emotional distress - stress in the intervention groups was 0.01 lower (0.03 lower to 0.01 higher)		2966 (1 study)	⊕⊕⊝⊝ low ¹ ^, ²	MD −0.01 (0.03 to 0.01)
Emotional distress - Emotional symptoms (NRCTs) (Bagnall 2021)		The mean emotional distress - emotional symptoms (nrcts) in the intervention groups was 0.12 higher (0.01 lower to 0.25 higher)		133 (1 study)	⊕⊕⊝⊝ low ¹ ^, ²	MD 0.12 (0.01 to 0.25)
Emotional distress – Emotional symptoms (Dawes 2019)		The mean emotional distress – emotional symptoms in the intervention group was 0.02 lower (0.06 lower to 0.02 higher)		2486 (1 study)	⊕⊕⊝⊝ low ¹ ^, ²	MD −0.02 (−0.06 to 0.02)
Emotional distress – Social anxiety (Dawes 2019)		The mean emotional distress – social anxiety in the intervention group was 0.03 lower (0.07 lower to 0.01 higher)		2486 (1 study)	⊕⊕⊝⊝ low ¹ ^, ²	MD −0.03 (−0.07 to 0.01)
Emotional distress - Anxiety (NRCTs) (Brouzos 2020)		The mean emotional distress - anxiety (nrcts) in the intervention groups was 5.04 lower (7.83 to 2.25 lower)		82 (1 study)	⊕⊕⊕⊝ moderate ¹	MD −5.04 (−7.83 to −2.25)
Emotional distress – Loneliness and social dissatisfaction (Vassilopoulos 2018b)		The mean emotional distress – loneliness and social dissatisfaction in the intervention group was 2.36 lower (3.4 to 1.32 lower)		54 (1 study)	⊕⊕⊕⊝ moderate ⁵	MD −2.36 (−3.40 to −1.32)
School Attendance (Qualter 2007)		The mean school attendance in the intervention groups was 0.18 lower (0.46 lower to 0.1 higher)		339 (1 study)	⊕⊕⊝⊝ low ² ^, ⁴	MD −0.18 (−0.46 to 0.1)
Behavioural outcomes – SDQ difficulties (Mandy 2016)		The mean behavioural outcomes – SDQ difficulties in the intervention group was 5.2 lower (9.21 to 1.19 lower)		37 (1 study)	⊕⊕⊝⊝ low ⁵ ^, ⁷	MD −5.2 (−9.21 to −1.19)
Behavioural outcomes – SDQ prosocial (Mandy 2016)		The mean behavioural outcomes – SDQ prosocial in the intervention group was 0.85 higher (0.74 lower to 2.44 higher)		37 (1 study)	⊕⊝⊝⊝ very low ⁵ ^, ⁸	MD 0.85 (−0.74 to 2.44)
Behavioural outcomes – aggressive and disruptive behaviour (Vassilopoulos 2018a)		The mean behavioural outcomes – aggressive and disruptive behaviour in the intervention group was 0.3 lower (0.57 to 0.03 lower)		114 (1 study)	⊕⊕⊝⊝ low ⁵ ^, ⁷	MD −0.3 (−0.57 to −0.03)
Behavioural outcomes – prosocial behaviour (Vassilopoulos 2018a)		The mean behavioural outcomes – prosocial behaviour in the intervention group was 0.77 higher (0.48 to 1.06 higher)		114 (1 study)	⊕⊕⊝⊝ low ⁵ ^, ⁷	MD 0.77 (0.48 to 1.06)
Behavioural outcomes – bullying victimisation (Cross 2018)		The mean behavioural outcomes – bullying victimisation in the intervention group was 0.00 higher (0.03 lower to 0.03 higher)		2739 (1 study)	⊕⊕⊝⊝ low ⁵ ^, ²	MD 0.00 (−0.03 t0 0.03)
Behavioural outcomes – bullying perpetration (Cross 2018)		The mean behavioural outcomes – bullying perpetration in the intervention group was 0.01 higher (0.01 lower to 0.03 higher)		2739 (1 study)	⊕⊕⊝⊝ low ⁵ ^, ²	MD 0.01 (−0.01 to 0.03)
Behavioural outcomes - Zero bullying victimisation (Cross 2018)	299 per 1000	305 per 1000 (272 to 338)	RR 1.02 (0.91 to 1.13)	2966 (1 study)	⊕⊕⊝⊝ low ¹ ^, ²
Behavioural outcomes - Zero bullying perpetration (Cross 2018)	499 per 1000	499 per 1000 (464 to 539)	RR 1 (0.93 to 1.08)	2966 (1 study)	⊕⊕⊝⊝ low ¹ ^, ²

*: The basis for the assumed risk (e.g. the median control group risk across studies) is provided in footnotes. The corresponding risk (and its 95% confidence interval) is based on the assumed risk in the comparison group and the relative effect of the intervention (and its 95% CI).

: CI: Confidence interval; RR: Risk ratio;

: GRADE Working Group grades of evidence

: High quality: Further research is very unlikely to change our confidence in the estimate of effect.

: Moderate quality: Further research is likely to have an important impact on our confidence in the estimate of effect and may change the estimate.

: Low quality: Further research is very likely to have an important impact on our confidence in the estimate of effect and is likely to change the estimate.

: Very low quality: We are very uncertain about the estimate.

1: Unclear if participants were aware of intervention allocation. May bias subjective outcome reporting.

2: 95% CI crosses the line of no effect

3: I2 > 50%

4: Did not use concurrent control group

5: Moderate risk of bias

6: Downgraded once as 95%CI crosses line of no effect and 1 MID

7: Downgraded once as 95%CI crosses 1 MID

8: Downgraded twice as 95%CI crosses line of no effect and 2 MIDs

Divorce: Intervention compared to control for social, emotional and mental wellbeing

Patient or population: Children and young people whose parents are going through a divorce

Intervention: Divorce: Intervention

Comparison: Control

Outcomes	Illustrative comparative risks^* (95% CI)		No of Participants (studies)	Quality of the evidence (GRADE)	Comments
	Assumed risk	Corresponding risk
	Control	Divorce: Intervention
Emotional distress (Pelleboer-Gunnink 2015)		The mean emotional distress in the intervention groups was 0.08 higher (0.61 lower to 0.77 higher)	156 (1 study)	⊕⊕⊝⊝ low ¹ ^, ²	MD 0.08 (−0.61 to 0.77)
Social and emotional skills (Pedro-Carroll 1999)		The mean social and emotional skills in the intervention groups was 9.81 higher (1.59 lower to 21.21 higher)	49 (1 study)	⊕⊕⊝⊝ low ¹ ^, ²	MD 9.81 (−1.59 to 21.21)
Behavioural problems (Pedro-Carroll 1999)		The mean behavioural outcomes in the intervention group was 45.3 lower (−53.62 to 36.98 lower)	49 (1 study)	⊕⊕⊕⊝ moderate ¹	MD −45.3 (−53.62 to 36.98)

*: The basis for the assumed risk (e.g. the median control group risk across studies) is provided in footnotes. The corresponding risk (and its 95% confidence interval) is based on the assumed risk in the comparison group and the relative effect of the intervention (and its 95% CI).

: CI: Confidence interval;

: GRADE Working Group grades of evidence

: High quality: Further research is very unlikely to change our confidence in the estimate of effect.

: Moderate quality: Further research is likely to have an important impact on our confidence in the estimate of effect and may change the estimate.

: Low quality: Further research is very likely to have an important impact on our confidence in the estimate of effect and is likely to change the estimate.

: Very low quality: We are very uncertain about the estimate.

1: Unclear if participants were aware of intervention allocation. May bias subjective outcome reporting.

2: 95% CI crosses line of no effect

Support for immigrants and refugees: Theatre expression intervention compared to control for social, emotional and mental wellbeing

Patient or population: Children and young people from immigrant or refugee families

Intervention: Theatre expression intervention

Comparison: Control

Outcomes

Illustrative comparative risks^* (95% CI)

Relative effect (95% CI)

No of Participants (studies)

Quality of the evidence (GRADE)

Comments

Assumed risk

Corresponding risk

Control

Intervention: Theatre expression

Behavioural outcomes – SDQ impact (Rousseau 2014)

The mean behavioural outcomes – SDQ impact in the intervention group was 0.08 lower

(0.33 lower to 0.17 higher)

320

(1 study)

⊕⊕⊝⊝

low ¹ ^, ²

MD −0.08 (−0.33 to 0.17)

*: The basis for the assumed risk (e.g. the median control group risk across studies) is provided in footnotes. The corresponding risk (and its 95% confidence interval) is based on the assumed risk in the comparison group and the relative effect of the intervention (and its 95% CI).

: CI: Confidence interval;

: GRADE Working Group grades of evidence

: High quality: Further research is very unlikely to change our confidence in the estimate of effect.

: Moderate quality: Further research is likely to have an important impact on our confidence in the estimate of effect and may change the estimate.

: Low quality: Further research is very likely to have an important impact on our confidence in the estimate of effect and is likely to change the estimate.

: Very low quality: We are very uncertain about the estimate.

1: Moderate risk of bias

2: Downgraded once as 95% CI crosses line of no effect

Support for immigrants and refugees: Group tutoring intervention compared to control for social, emotional and mental wellbeing

Patient or population: Children and young people from immigrant or refugee families

Intervention: Group tutoring intervention

Comparison: Control

Outcomes

Illustrative comparative risks^* (95% CI)

Relative effect (95% CI)

No of Participants (studies)

Quality of the evidence (GRADE)

Comments

Assumed risk

Corresponding risk

Control

Intervention: Group tutoring

Behavioural outcomes – SDQ impact (Rousseau 2014)

The mean behavioural outcomes – SDQ impact in the intervention group was 0.05 higher

(0.23 lower to 0.33 higher)

297

(1 study)

⊕⊕⊝⊝

low ¹ ^, ²

MD 0.05 (−0.23 to 0.33)

*: The basis for the assumed risk (e.g. the median control group risk across studies) is provided in footnotes. The corresponding risk (and its 95% confidence interval) is based on the assumed risk in the comparison group and the relative effect of the intervention (and its 95% CI).

: CI: Confidence interval;

: GRADE Working Group grades of evidence

: High quality: Further research is very unlikely to change our confidence in the estimate of effect.

: Moderate quality: Further research is likely to have an important impact on our confidence in the estimate of effect and may change the estimate.

: Low quality: Further research is very likely to have an important impact on our confidence in the estimate of effect and is likely to change the estimate.

: Very low quality: We are very uncertain about the estimate.

1: Moderate risk of bias

2: Downgraded once as 95% CI crosses line of no effect

Support for immigrants and refugees: Recovery techniques program compared to control for social, emotional and mental wellbeing

Patient or population: Children and young people from immigrant or refugee families

Intervention: Recovery techniques program

Comparison: Control

Outcomes	Illustrative comparative risks^* (95% CI)		No of Participants (studies)	Quality of the evidence (GRADE)	Comments
	Assumed risk	Corresponding risk
	Control	Intervention: recovery techniques program
Behavioural outcomes – SDQ difficulties (Ooi 2016)		The mean behavioural outcomes – SDQ difficulties in the intervention group was 0.49 higher (1.54 lower to 2.52 higher)	82 (1 study)	⊕⊕⊝⊝ low ¹ ^, ²	MD 0.49 (−1.54 to 2.52)
Behavioural outcomes – SDQ prosocial (Ooi 2016)		The mean behavioural outcomes – SDQ prosocial in the intervention group was 0.16 higher (0.59 lower to 0.91 higher)	82 (1 study)	⊕⊕⊝⊝ low ¹ ^, ³	MD 0.16 (−0.59 to 0.91)

*: The basis for the assumed risk (e.g. the median control group risk across studies) is provided in footnotes. The corresponding risk (and its 95% confidence interval) is based on the assumed risk in the comparison group and the relative effect of the intervention (and its 95% CI).

: CI: Confidence interval;

: GRADE Working Group grades of evidence

: High quality: Further research is very unlikely to change our confidence in the estimate of effect.

: Moderate quality: Further research is likely to have an important impact on our confidence in the estimate of effect and may change the estimate.

: Low quality: Further research is very likely to have an important impact on our confidence in the estimate of effect and is likely to change the estimate.

: Very low quality: We are very uncertain about the estimate.

1: Moderate concerns of bias

2: Downgraded once as 95%CI crosses line of no effect and 1 MID

3: Downgraded once as 95%CI crosses 1 MID

Limitations

Applicability

Other comments

Incremental

Uncertainty

Costs

Effects

Cost-effective ness

Coote^a (2021)

A cost-consequence and cost-benefit analysis of interventions to improve social, emotion al and mental wellbeing in schools

Potentially serious limitations^b

Directly applicable

It is recommended that the model is used as a guide to explore the potential economic and wellbeing implications of interventions.

The model was pre-populated with evidence from the NICE guideline reviews but it also allows users to adapt the perspective and input values and generate results, specific to the educational environment of interest.

A worked example was provided that considered an intervention for transition between schools and its impact on bullying perpetration. The example used a hypothetical cohort of 200 pupils, a 1-year time horizon and took a societal perspective.

Costs of the intervention per person; £:

17.71

Total intervention cost; £

3,542

Relative Risk bullying perpetration

0.98

(Assumes the intervention reduces bullying by 2%, 4 out of 200 individuals undergoing the intervention)

Utility value assigned to bullying

0.06

Length of utility benefit

1 year

QALYs;

4 × 0.06 = 0.24

Monetary QALY; £:

4,800

(using monetary equivalent per QALY of £20,000)

Net benefit; £:

1,258

Sensitivity analyses showed that:

an increase in the intervention cost resulted in a reduction of net benefit
an increase in the number of students undergoing the intervention increased the net benefit
a reduction in the change in utility per student attributed to bullying below 0.044 would result in a negative net benefit

: Abbreviations: ICER: incremental cost-effectiveness ratio; NHS: National Health Service; PSS: Personal Social Service; QALY: quality-adjusted life-year

a: This economic model was developed for the current guideline update. Full details can be found in the separate economic modelling report.

b: Due to substantial variability in the interventions available and heterogeneity across schools it is neither possible, nor judicious, for this model to provide ‘generalised’ results.

Limitations

Applicability

Other comments

Incremental

Uncertainty

Costs

Effects

Cost-effective ness

Coote^a (2021)

A cost-consequence and cost-benefit analysis of interventions to improve social, emotional and mental wellbeing in schools

Potentially serious limitations^b

Directly applicable

It is recommended that the model is used as a guide to explore the potential economic and wellbeing implications of interventions.

A worked example was provided that considered an intervention for transition between schools and its impact on bullying perpetration.

The example used a hypothetical cohort of 200 pupils, a 1-year time horizon and took a societal perspective.

Costs of the intervention per person; £:

17.71

Total intervention cost; £

3,542

Relative Risk bullying perpetration

0.98

(Assumes the intervention reduces bullying by 2%, 4 out of 200 individuals undergoing the intervention)

Utility value assigned to bullying

0.06

Length of utility benefit

1 year

QALYs;

4 × 0.06 = 0.24

Monetary QALY; £:

4,800

(using monetary equivalent per QALY of £20,000)

Net benefit; £:

1,258

Sensitivity analyses showed that:

an increase in the intervention cost resulted in a reduction of net benefit
an increase in the number of students undergoing the intervention increased the net benefit
a reduction in the change in utility per student attributed to bullying below 0.044 would result in a negative net benefit

: Abbreviations: ICER: incremental cost-effectiveness ratio; NHS: National Health Service; PSS: Personal Social Service; QALY: quality-adjusted life-year

c: This economic model was developed for the current guideline update. Full details can be found in the separate economic modelling report.

d: Due to substantial variability in the interventions available and heterogeneity across schools it is neither possible, nor judicious, for this model to provide ‘generalised’ results.

Table 8PICO Table

Population	Children (including those with SEND) in UK key stages 1 and 2 or equivalent in primary education Children and young people (including those with SEND) in UK key stages 3 to 4 or equivalent in secondary education Young people in post-16 education (further education) up to the age of 18 or 19 for young people without SEND up to the age of 25 for young people with SEND who are experiencing a transition which falls into the following categories: Educational transition (e.g. primary to secondary school) Life transition (e.g. family break-ups or bereavement) Developmental transition (e.g. puberty) Other populations: Teachers/practitioners delivering the interventions Parents/Carers of children and young people receiving the interventions Schools/teachers dealing with the consequences of transition e.g. secondary schools dealing with a child’s transition from primary to secondary school
Intervention	Interventions to support social, emotional and mental wellbeing of children and young people during periods of transition. For example: induction days for primary school children in their secondary school, sessions providing information on puberty etc.
Comparator	Not applicable
Outcomes	Views and experiences in terms of acceptability of: teachers and practitioners delivering interventions children and young people receiving interventions. parents/carers of children and young people receiving the interventions schools/teachers dealing with the consequences of transition e.g. secondary schools dealing with a child’s transition from primary to secondary school

Table 9Summary of qualitative studies identified for school transitions

Study [Country]	Setting	Informants	Intervention type	Method	Themes in study
Bryan 2007a [UK]	North Lanarkshire 3 secondary schools and associated primaries	Teachers Pupils Literacy development officers (LDO)	Literacy	Interviews with teachers Qualitative consultation with pupils	Research and resources Working with and impact on primary schools Impact of the pilot in the secondary schools Effects of the literacy pilot on primary to secondary transition
Bryan 2007b [UK]	East Ayrshire 2 secondary schools and associated primaries	Teachers Pupils Education Authority representatives	Numeracy	Interviews with teachers Qualitative consultation with pupils	Quality and availability of additional staff Communication Timetabling Work of the secondary Maths specialists in the primary schools Impact on transition
Bryan 2007c [UK]	Glasgow 1 secondary school	Teachers Pupils Education Authority (EA) representatives	Targeted literacy and numeracy (ENABLE)	Interviews with teachers Qualitative consultation with pupils	Staff issues The social and pastoral aspect of ENABLE Experience of ENABLE pupils in S1 and S2 Expectations of the transition into mainstream S3 Experience of S3
Humphrey 2006 [UK]	Secondary school in NW England	Pupils Observer	Transition Club	Participant observations Questionnaires Focus groups	Fear of the unknown Sense of belonging Navigating the maze Making learning fun Improvements for all

Table 10Summary of themes and findings

Theme	Findings
Pre-intervention school transition expectations	Pre-intervention school transition expectations
Primary to secondary school link (staff benefits)	Working relationships Teaching practices
Primary to secondary school link (pupil benefits)	Benefits to pupils Additional staff resource Additional materials
Impact on transition	Familiarisation Supporting individual needs
Post-intervention expectations of school transition	Anxiety Alleviating worries
Post-intervention school transition experience	School belonging Feeling more prepared Enjoyment Feeling supported Willingness to help others

Table 11Summary of qualitative evidence for school transitions

Review theme summary

Studies contributing (Study theme)

CERQual confidence rating

Supporting statements

Pre-intervention school transition expectations

Pupils experienced a mix of emotions when they thought about their upcoming change of school reporting feelings of fear or anxiety about the complex and daunting secondary school environment.

Humphrey 2006 (Fear of the unknown; Sense of belonging)

Moderate confidence

“I was very, very scared. I thought ‘oh no, high school’ (Pupil) [Humphrey 2006]

“[I was worried about] the big kids picking on me and calling me” (Pupil) [Humphrey 2006]

“Some are concerned about being the youngest again ” (Observer) [Humphrey 2006]

Primary to secondary school link (staff benefits)

Working relationships

Initially there were mixed reactions from teachers involved in the pilots. There were concerns about ‘stepping on toes’ between primary and secondary schools. However, they recognised that building a good working relationship was essential so that both teachers could feel comfortable offering each other advice. Each of the secondary schools employed a sensitive approach to the primary schools which was rewarded with good working relationships. This relationship allowed for secondary school teachers to visit the primary schools.

Teaching practices

A key benefit of the literacy pilot was the opportunity for cross-sector liaison and sharing of teaching methods between primary and secondary teachers. Primary teachers stressed the benefits of having a secondary teacher in the classroom particularly the “extra input from a specialist”. The primary teachers often had classes with several ability groups and appreciated having another teacher to focus on one group. Some secondary teachers also worked with the lowest ability groups.

Bryan 2007a (Working with and impact on primary schools; Research and resources; Impact of the pilot in the secondary schools)

Bryan 2007b (Work of the secondary Maths specialists in the primary schools)

High confidence

“Would that be okay, would that be etiquette, I don’t want to stand on anybody’s toes in the primary. Because sometimes they might be a little bit strange about letting another teacher come in. But the fact that they’re letting me take groups away on my own, means that they know me now and are confident in me” (Secondary school teacher) [Bryan 2007a]

“I think once you realise that we all want the same thing, everybody’s in the same boat and everybody wants the best for the children, that’s when barriers start breaking down and you start working together”. (Secondary teacher) [Bryan 2007b]

“What I think is really good about [the pilot] is she’s a specialist – I think by P7 some of the skills are specialist skills… I mean I can do it now because I’ve learned from her, but I didn’t know much about the Writer’s Craft, that’s a new thing… If it hadn’t been for [LDO] coming in, I’d still be struggling along with that, if I hadn’t seen it in action… I’ve asked her a lot of things about English I wasn’t sure about, and I found that a great help”. (Primary teacher) [Bryan 2007a]

Primary to secondary school link (pupil benefits)

Benefits to pupils

The combination of personal interest in the children and high status was seen as crucial in appealing to and motivating them. Primary teachers reported that having the Literacy Development Officers (LDOs) in the class had an impact in terms of pupil motivation. Secondary teachers saw the benefit in being able to have knowledge the children’s learning abilities. The children themselves were able to identify new skills that they had learned.

Additional staff resource

The LDOs were “a big support” to secondary school English departments. They had time available to conduct research and develop resources and materials for the rest of the department. Teachers felt that having an experienced member of staff to share their workloads reduced the stress they experienced and enabled them to introduce initiatives such as cooperative learning. There were also positive impacts of National Assessments such as LDOs monitoring who should be tested meant that testing was more targeted and enabled the correct pupils to be tested.

Additional materials

The programme provided useful resources to the teachers. In addition, LDOs developed materials for different National Assessment levels, to address perceived weaknesses in the way the departments taught specific areas. They also helped pupils to prepare for the tests and class teachers to administer them. Teachers saw this as being crucial.

Bryan 2007a (Working with and impact on primary schools; Research and resources; Impact of the pilot in the secondary schools)

Bryan 2007b (Work of the secondary Maths specialists in the primary schools)

High confidence

“they want to do a really good job, they go and show [LDO] what they’ve done… and they’re more interested in it, because they want to impress her”. The children also “adore the fact they know someone from the high school”. (Primary teacher) [Bryan 2007a]

“The best thing about the project so far has got to be building the relationship with the primary teachers, it’s got to be, because we’re going to have an idea of each individual child’s learning ability when they come up, because I can talk to the teachers”. (Secondary teacher) [Bryan 2007b]

“She has time to look at strategies. The time she can spend on research is invaluable… [she] can do the research and pass on information to the classroom teachers”. (Headteacher) [Bryan 2007a]

“[The literacy sorters] are jam packed with all kind of goodies with spelling cards, planning sheets, punctuation exercises, grammar exercises, listening feedback, she has all sorts of stuff that you really need” (Teacher) [Bryan 2007a]

Impact on transition

Familiarisation

Teachers in both primary and secondary schools were keen to note the distinction between the literacy pilot and other transitions activities, as the LDOs had longer-term contact with the pupils and got to know them well. They emphasised the importance of the children getting to know the teachers prior to transition.

Supporting individual needs

An important aspect of the pilot was the improvement in the transfer of information from primary to secondary schools about pupils moving into S1. Pupils liked that they were put into classes with others of similar abilities which reduced stigma. having primary trained ENABLE teachers was an important part of this focus on social and pastoral care, as it provides the pupils with the continued experience of a more holistic and supportive primary-style approach.

Bryan 2007a (Effects of the literacy pilot on primary to secondary transition)

Bryan 2007b (Work of the secondary Maths specialists in the primary schools; Impact on transition

Bryan 2007c (The social and pastoral aspect of ENABLE)

Moderate confidence

“ I think it helped that when the children came up that first week [in S1] I made a point of going round every class and speaking to them, so they had somebody that they knew well. Not just maybe somebody who… popped in for a period or so… or that they had for a period in their [induction] visit, but somebody who knew them well and could put names to faces”. (Teacher) [Bryan 2007a]

“They’ll know you… it will be less scary when they come here, they’ll take to it quicker, feel more comfortable in your presence”. (Secondary teacher)

“[LDO] knows the ones that are very able, so they can be pushed, and the ones at the other end, that are not pretending to misunderstand, they just don’t understand - which gives them the confidence to say they don’t understand – they’re aware that she knows they need help. In the past, they just sat like dummies, they said they understood but failed to achieve at all”. (Teachers) [Bryan 2007b]

“I am here to help you, not to judge you”. (Teacher) [Bryan 2007c]

Post-intervention expectations of school transition

Anxiety

Pupils who took part in the targeted intervention expressed mixed feelings about transitioning out of the intervention classes. Some were very nervous; they were worried that the work would be harder, they would be getting more homework, and they would have to do exams. Pupils were also upset about the prospect of not having their ENABLE teacher any more as well as being split up from their current classmates.

Alleviating worries

Primary teachers agreed that contact with the LDOs reduced pupils’ worries about the transition to secondary school. Some pupil in the targeted intervention expressed that they expected more homework when they moved out of the intervention classes but were not worried about it. They also felt that the support they had would help the at the next level.

Bryan 2007a (Effects of the literacy pilot on primary to secondary transition)

Bryan 2007c (Expectations of the transition into mainstream S3)

High confidence

“[New teachers] …might not explain things like [ENABLE teacher] (Pupil) [Bryan 2007c]

“They have an idea that secondary teachers are very different to primary teachers, they’re a bit intimidated – but I think they’ve realised that [LDO] was very approachable, very pleasant with the children, really interested in what they were doing… it’s made them more confident, and less apprehensive about meeting new staff”. (Teacher) [Bryan 2007a]

“The teachers will teach us everything we need to know, so we don’t really have anything to worry about. [Teachers] are experts in the different subjects – that’s why you’ve got all different teachers”. (Pupil) [Bryan 2007c]

“[School work] will get harder, but you’ll get used to it. It’ll be the same level as what we’re actually capable of doing”. (Pupil) [Bryan 2007c]

Post-intervention school transition experience

School belonging

A strong need to feel ‘part of their new school was highlighted as a key benefit of pupils’ participation in Transition Club. They referred to the development of new friendships during their participation. They also reported positive experiences of finding their way around the school.

Feeling more prepared

Pupils felt that the numeracy intervention prepared them well for Maths in secondary school.. They reported that visits from the secondary staff when they were in primary school had helped them as they knew what to expect when they came to the secondary school.

Enjoyment

One of the key achievements of Transition Club was to create a leaming environment in which pupils were able to fully participate and enjoy the process of appropriating knowledge.

Feeling supported

Pupils receiving a targeted intervention reported a positive experience of secondary school. Pupils liked the fact that their teachers tailored the work to their learning abilities.

Willingness to help others

By taking part in the intervention there was some evidence of benefit for students more widely wherein pupils who had participated were able to help those who had not adjust to life in their new school.

Bryan 2007b (Impact on transition)

Bryan 2007c (Experience of ENABLE pupils in S1 and S2; Experience of S3)

Humphrey 2006 (Making learning fun; Improvements for all; (Sense of belonging; Navigating the maze)

High confidence

“It felt like we were part of the school” (Pupil) [Humphrey 2006]

“When we come in September, we will know the school some teachers, and where the toilet is, compared to others” (Pupil) [Humphrey 2006]

“I think the Maths up here would’ve been harder [without the P7 visits], because they let us know what kind of type of Maths we’d be having to do” (Pupil) [Bryan 2007b]

“I’m prepared for it really… The ENABLE programme gets you ready for going into third year” (Pupil) [Bryan 2007c]

“Here it is a more fun way of leaming ” (Pupil) [Humphrey 2006]

“[There were] lots of exciting activities, especially maths and P.E. [physical education]…I love them subjects ” (Pupil) [Humphrey 2006]

“She won’t give you something you cannae do” but “works you up to your standard” (Pupil) [Bryan 2007c]

“They [pupils not on scheme].were a bit scared cause they didn’t know where to go…so we went with them ”. (Pupil) [Humphrey 2006]

Table 12Summary of qualitative studies identified for support for children and young people from immigrant and refugee families

Study [Country]	Setting	Informants	Intervention type	Method	Themes in study
Fazel 2016 [UK]	Secondary school (Post-16)	Pupils	School-based mental health service	Interviews Thematic analysis	Impressions of receiving a mental health service in the school location Role of teachers Understanding of and impressions of the therapeutic intervention received

Table 13Summary of themes and findings

Theme	Findings
Acceptability of the school setting	Safety and familiarity Disadvantages of the school setting
Impact of the intervention	Talking about problems Impact on school-work Peer relationships

Table 14Summary of qualitative evidence for support for children and young people from immigrant and refugee families

Review theme summary

Studies contributing (Study theme)

CERQual confidence rating

Supporting statements

Acceptability of the school setting

Safety and familiarity

Most young people preferred to be seen by the service at school when compared to either their home or the hospital/clinic setting. This was because of feeling of safety and familiarity in the school setting. They felt safe at school and it was often easy to find the therapist. In addition, it was convenient as they could easily get back to lessons. It is also reduced the stigma associated with seeking mental health care.

Disadvantages of the school setting

The disadvantages of being seen in the school setting were primarily regarding privacy and not wanting peers to see them. School was often perceived as busy and hectic and so appointments outside of school would probably be calmer.

Fazel 2016 (Impressions of receiving a mental health service in the school location)

Moderate confidence

“I don’t know why I just get this sense of feeling free when I’m around this school … More at ease.” (Pupil) [Fazel 2016]

“Outside, don’t know who you can trust.” (Pupil) [Fazel 2016]

“Good to have it in school, if come to hospital it is scary, what are you doing there in the hospital, I don’t know if I would go if it was in a hospital.” (Pupil) [Fazel 2016]

“Cos in school, there are so many peoples about as well and I wasn’t feel too comfortable”. (Pupil) [Fazel 2016]

“Because I don’t like to come in school.” (Pupil) [Fazel 2016]

Role of teachers

Pupils described the important role that teachers played in mediating or supporting their contact with the mental health service.

Fazel 2016 (Role of teachers)

Moderate confidence

“When I joined the high school yeah … I tell my the teacher … I have this problem which can make me not concentrate … and she advised me to see X.”

“He [teacher] made me understand, these teachers won’t harm you. They won’t abuse me. Yeah, he wanted to help me. He want to understand me, and when [sic] I’m coming from, he want to know a little bit of me, d’you know I mean. And how is your life … You know, he saw me the last two years, you know how I was suffering all the years. And he knew it really deep down what was going on in my life. So, um, the teacher, he made it really easy for me, you know and he find a nice room for us” (Pupil) [Fazel 2016]

Impact of the intervention

Talking about problems

Pupils described how having someone to talk to enabled them to get their problems ‘out’ and they no longer felt lonely and less worried about things. They were able to talk about themselves in the sessions but seemed to have mixed feelings about talking about their past experiences. Those that could felt that they could ‘unload’ their past experiences which then enabled them to ‘feel free inside’ or ‘calm down’

Impact on school-work

Pupils were helped in their studies/at school and with their peers. This was through an improved ability to concentrate and feeling calmer in themselves and so therefore more able to focus on the schoolwork

Peer relationships

The intervention provided the opportunity to start talking to friends, especially for those who attended therapeutic groups. In general, many said that feeling calmer and better in themselves had helped them to get on better with friends

Fazel 2016 (Understanding of and impressions of the therapeutic intervention received)

Moderate confidence

“I don’t know, I think it was just like a tumour … and she was operating and she took away the tumour.” (Pupil) [Fazel 2016]

“Yeah, talking about it. And just, you know, having someone that I could talk to, because I didn’t have friends and umm I didn’t speak to people in my family or people in school, so she was really the only one that I could say what I was feeling …” (Pupil) [Fazel 2016]

“I was ok, I tried, I was working harder, um it was just like because all the feelings when I had in the same time they were like all mixing around my head and I couldn’t concentrate but then some of them just vanished” (Pupil) [Fazel 2016]

“Er … after seeing X like I told you I felt more at ease and free so I felt like I could, how should I say, I could socialise with people much more easier since I felt much more at ease and I said what I had to say, maybe not to the whole world, but at least somebody knows what I’m going through and what I went through” (Pupil) [Fazel 2016]

Table 15Summary of qualitative studies of ‘Managed Moves’

Study [Country]	Setting	Informants	Intervention type	Method	Themes in study
Bagley 2015 (UK)	School reported as being ‘relatively prosperous)	School staff Local Authority staff	Managed Move	Interviews	A clean slate / fresh start Communication between partners Engagement with young person
Bagley 2016 (UK)	School reported as being ‘relatively prosperous)	Children and young people Parents	Managed Move	Semi-structured interviews	Information provision Communication A clean slate / fresh start Timing
Craggs 2018 (UK)	Mainstream secondary schools within a children’s service in the North West of England	Children and young people	Managed Move	Interviews	Sense of belonging
Flitcroft 2016 (UK)	Not specified	Deputy head teachers	Managed Move	Focus group and interviews	Sense of belonging Communication
Vincent 2007 (UK)	Midlands	School staff	Managed Move	Focus group interviews	Communication

Table 16Summary of key qualitative findings for ‘Managed Moves’

Review theme summary

Studies contributing

CERQual confidence rating

Supporting statements

Making a new start

Parents were keen to assert that making a fresh start at a host school assisted their child in feeling secure and engaged with their new placement. Young people needed to start at their new host school without any prejudice relating to previous behaviour.

Bagley 2105 (School and LA staff perceptions of factors for success and challenges)

Bagley 2016 (School and LA staff perceptions of factors for success and challenges)

Vincent 2007 (Sense of belonging)

High confidence

“… he hasn’t had any pre-judgements … he has not met with any ‘Oh yeah we know what you were like at X school’. [Parent]

‘For some of them a new school is essential but for others, it’s not just a case of them going in and having a fresh start, it’s having a fresh start with something that’s going to make a difference as well.’ (Deputy head teacher, School F)

Sense of belonging

The theme of ‘feeling understood / accepted as a person’ described what also seemed to be an important component of school belonging for all managed move participants.

A sense of belonging arising from being accepted by peers and having the opportunity to do extra-curricular activities allowed CYP to have a sense of belonging.

Children felt more able to do so when aware of the school’s ethos, expectations and when supported in finding their way around. Children also appreciated staff being positive and valuing their contribution to school

Bagley 2016 (Children views of managed moves)

Craggs 2018 (Supportive vs unsupportive school protocols/practices)

High confidence

Miss [Deputy Head of receiver school] has, erm, invited someone to help me with my behaviour and, erm, to help me, like, ask, like to give me a bit of support and guidance to why, erm, I’m doing this. (Child J)

‘Cos the [previous] school wouldn’t put me in for counselling for it and everything so my mum had to go and do that herself and get me counseling … but this [receiver] school is like ‘if you ever start [self-harming] again we could get you counselling as soon as possible to help you stop before it got worse’. (Child M)

Being able to make friends at the receiver school was the most prominent theme associated with a sense of school belonging, mentioned by all participants, and was positioned as an essential precursor.

All participants recognised the benefits of the child having access to a buddy during the early stages of the move: This was seen as a good example of how peer support may be given to the young person

Bagley 2015 (Supportive vs unsupportive school protocols/practices)

Bagley 2016 (Children views of managed moves)

Craggs 2018 (Making friends and feeling safe)

High confidence

Now I don’t self-harm… I’ve got better friends … most of them [the other students in the receiver school] aint the bullying type … it makes me feel safer. (Child M)

One of my best friends now (‘cos I was already friends with him), he introduced me to, like, all my new friends that I have here, and like, I found it comfortable. (Child J)

‘Well they gave her like a buddy system to start off with which I thought was quite good. So she had a little friend who she’d like go around with.’ [Parent]

Table 17PICO Table

Population	Children (including those with SEND) in UK key stages 1 and 2 or equivalent in primary education Children and young people (including those with SEND) in UK key stages 3 to 4 or equivalent in secondary education Young people in post-16 education (further education) up to the age of 18 or 19 for young people without SEND up to the age of 25 for young people with SEND who are experiencing a transition which falls into the following categories: Educational transition (e.g. primary to secondary school) Life transition (e.g. family break-ups or bereavement) Developmental transition (e.g. puberty) Other populations: Teachers/practitioners delivering the interventions Parents/Carers of children and young people receiving the interventions Schools/teachers dealing with the consequences of transition e.g. secondary schools dealing with a child’s transition from primary to secondary school
Intervention	Interventions to support social, emotional and mental wellbeing of children and young people during periods of transition. For example: induction days for primary school children in their secondary school, sessions providing information on puberty etc.
Comparator	Not applicable
Outcomes	Views and experiences in terms of barriers and facilitators of: teachers and practitioners delivering interventions children and young people receiving interventions. parents/carers of children and young people receiving the interventions schools/teachers dealing with the consequences of transition e.g. secondary schools dealing with a child’s transition from primary to secondary school

Table 18Summary of qualitative studies for school transitions

Study [Country]	Setting	Informants	Intervention type	Method	Themes in study
Bryan 2007a [UK]	North Lanarkshire 3 secondary schools and associated primaries	Teachers Pupils Literacy development officers (LDO)	Literacy	Interviews with teachers	A positive partnership with obstacles
Bryan 2007b [UK]	East Ayrshire 2 secondary schools and associated primaries	Teachers Pupils Education Authority representatives	Numeracy	Interviews with teachers	Communication Timetabling Quality and availability of additional staff
Bryan 2007c [UK]	Glasgow 1 secondary school	Teachers Pupils Education Authority (EA) representatives	Targeted literacy and numeracy (ENABLE)	Interviews with teachers	Staffing issues
Bunn 2019 [UK]	Primary school in England	Special education needs coordinators (SENCo) Pupils	Targeted discussion	Completion of a work booklet Discussion with pupils	The lead up to transition, planning and preparation The intervention experience: session delivery

Table 19Summary of barriers and facilitators

Barriers	Facilitators
Staff issues	Good staff appointment
Timetabling	Flexibility
Space	Group dynamics
Communication	Tools and resources

Table 20Summary of qualitative evidence for school transitions

Review theme summary

Studies contributing (Study theme)

CERQUAL confidence rating

Supporting statements

Delivering the intervention: Barriers

Some schools found it difficult to recruit an appropriate member of staff to the specialist role for the intervention. They often needed to use existing experienced teachers and found difficulties finding suitable replacements. Often, other secondary teachers in the school were needed to step in who were not necessarily used to this style of teaching.
The primary schools felt that their timetables were full to the point of rigidity so were not keen to change them to allow for the joint work, while the secondary schools felt that their own timetables were “already complicated enough”.
There were logistical issues due to a lack of accommodation: the LDO did not have her own room but was instead based in a corner of the library. The school was at 93% capacity so there were sometimes issues finding sufficient classroom space to accommodate her teaching initiatives.
There were sometimes communication problems even after the project had been established

Bryan 2007a (A positive partnership with some obstacles)

Bryan 2007b (Timetabling; Communication)

Bryan 2007c (Staffing issues)

High confidence

Having the additional literacy coach “is all well and good, but the nuts and bolts of the curriculum still need covering”. (Headteacher) [Bryan 2007a]

“We do our very best to use the teachers who are more skilled, or more experienced with that type of child. To be honest, there are teachers who are not best suited to that particular job… who get reasonable results with the top end of the children, but they’ve got less patience or less inclination to differentiate their work for the less able” (Deputy Head) [Bryan 2007c]

“One of the secondary Deputy Heads was totally amazed at how difficult it was for her to timetable staff from the secondary to the primary. She knew all the timetabling issues in the secondary, but she just thought she’d be able to phone up and say “can so and so come this day”, but the response was “well actually we’re going swimming that day” etc. It’s been a real eye opener – a huge benefit, just an awareness of what’s going on in primaries… [The secondary staff] thought they were the only ones with the timetabling issues”. (EA representative) [Bryan 2007b]

“One of the only issues is communication. We’ve been very aware of communication and tried to communicate to absolutely everyone, but it still breaks down because there’s so many people involved in the project, it’s a nightmare trying to make sure everybody knows everything that’s going on”. (Teacher) [Bryan 2007b]

Delivering the intervention: Facilitators

EA representatives reported that good appointments were made in both primary and secondary specialist positions. The issue of quality staff is very important.
Although the number of sessions varied between schools, flexibility was central to successful delivery.
Identifying appropriate students for the intervention and fostering good group dynamics was important for successful intervention delivery.
Using technology to find information about high school was found relevant to successful intervention delivery.

Bryan 2007b

Bunn 2019

High confidence

“Personalities make such a difference, especially when you’re working in a relatively sensitive area, like cross-sectors… Trying not to stand on toes and just building relationships”. (EA representative) [Bryan 2007b]

“the first year we did six sessions, last year we did four … six was nice and comfortable but maybe somewhere in the middle” (SENCo) [Bunn 2019]

I think it’s about selecting a group that will work well together (…) and understanding the intervention may not be suitable for every child” (SENCo) [Bunn 2019]

“Using the iPads, using things from the websites was really useful” (SENCo) [Bunn 2019]

Table 21Summary of qualitative studies of ‘Managed Moves’

Study [Country]	Setting	Informants	Intervention type	Method	Themes in study
Bagley 2015 (UK)	School reported as being ‘relatively prosperous)	School staff Local Authority staff	Managed Move	Interviews	A clean slate / fresh start Communication between partners Engagement with young person
Bagley 2016 (UK)	School reported as being ‘relatively prosperous)	Children and young people Parents	Managed Move	Semi-structured interviews	Information provision Communication A clean slate / fresh start Timing
Craggs 2018 (UK)	Mainstream secondary schools within a children’s service in the North West of England	Children and young people	Managed Move	Interviews	Sense of belonging
Flitcroft 2016 (UK)	Not specified	Deputy head teachers	Managed Move	Focus group and interviews	Sense of belonging Communication
Vincent 2007 (UK)	Midlands	School staff	Managed Move	Focus group interviews	Communication

Table 22Summary of barriers and facilitators

Barriers	Facilitators
Anxiety over interaction with peers	Timing
Communication	Clear and precise communication
Timing	Parental engagement

Table 23Summary of key qualitative evidence for ‘Managed Moves’

Review theme summary

Studies contributing (Study theme)

CERQual confidence rating

Supporting statements

Managed moves: Facilitators

Appropriate timing of all phases of a planned move help make a successful transition There was an identified need for a planned move to happen at an early stage before problem behaviours escalated. Any delay on the planned move would lead to frustration for all parties. Once in the new school, timing of a phased integration into mainstream was important to give the child a sense of belonging and control.
Communication between all partners was crucial to manage the expectations of all involved. Communication and information sharing between school aa well as between pupil / parent/carer and schools / local authority was important to ensure support could be provided in a timely manner to support integration. Poor communication between professionals about the CYP’s needs slowed the process and opened up inter-school tensions. Tools to facilitate this included have school visits, clear timelines of the process and objective use of language (for example, use the term ‘new start’ instead of ‘trial period’) and other tools such as an induction calendar, planning their first day/week/month and having a starter checklist to cover school rules and procedures, list of GCSE options and guidelines of acceptable behaviour.
School staff stressed the importance of parental involvement at all stages of the moving process and saw part of their role as ensuring parents understood the process. Respondents emphasized the need to develop partnerships between schools, pupils and parents especially around transition from year 6 to year 7 and included strategies such as the parent-school handover ceremony, welcome assembly and buddy system as well as involving the child or young person in decision making throughout the managed move process

Bagley 2015 (School and LA staff perceptions of factors for success and challenges)

Bagley 2016 (Children views of managed moves)

Flitcroft 2016 (Children views of managed moves)

Vincent 2007 (Children views of managed moves)

High confidence

‘I went to a lesson. I were doing one lesson a day and then they said to me would I like to try another lesson and I said ‘Yeah’.’ (Year 9 pupil, School D)’

“What I liked as well which they actually did at X was they invited him in for a couple of days … just to get used to the flow of things and how the school was run. … so he could see how he would cope in that school.” [Parent]

‘What worked well for one of our girls who was a school refuser when she had been given a place at the school prior to the meeting, was the school wrote to her and you know a welcome letter prior to even having the meeting, we are really looking forward to meeting you, this is a copy of our options coz she was going into year 10. . ’. [FG6]

‘Well it should never come as a surprise you know. And nine times out of 10 there would have been a dialogue already in place with the parents about the situation the child is in’. (Teacher)

‘Parent should ‘feel that they are equal partners in the process and that their opinion is valued’ (Teacher)

Managed moves: Barriers

Participants feared encountering the same difficulties with peers in their receiver schools as they had experienced in previous settings. This came out as anxiety about being accepted or being made feel welcome
Existing narrative and the use of objectifying language was seen as a barrier as the parents or CYP considered that they were being judged or labelled based on behaviours that led to the managed move. This also included concerns from children around a lack of engagement and use of language that did not facilitate a sense of belonging.
Any delay in the process led to frustration for parents and children. Especially if the managed moves was then cancelled.

Bagley 2015 (Children views of managed moves)

Bagley 2016 (Children views of managed moves)

Craggs 2018 (Supportive vs unsupportive school protocols/practices; Making friends and feeling safe)

High confidence

I thought that, like, loads of the students would be the same – like some of them of the bullying type. (Child M)

And, err, I was off for a few days so they [receiver school] … they err … said that it would be another three weeks or something [on trial], ‘cos my attendance went down a bit because of that. (Child J)

You probably shouldn’t do a long … period of trial, ‘cos it gives you that kind of […] anxiety, of, like, worrying all the time in your behavior and stuff, and […] if you’re worrying about your behaviour […] you probably won’t make as many friends. (John)

‘… I just kind of felt like the feeling that they just felt that X was never going to change and they just felt like they just couldn’t … you know … just see X as a big problem child." [Parent]

‘… the process to get me to X school took about two months, three months before they made a decision and then they accepted me but then they said no …’ [Child]

Study	Code [Reason]
(2011) Coping Power. What Works Clearinghouse Intervention Report. What Works Clearinghouse: 1–24	- Not a systematic review relevant included primary studies from review identified in search
(2020) Bridging the Gap: How Wentworth Provides a Personalized and Local Approach to College and Career Readiness. Rennie Center for Education Research & Policy: 1–22	- Qualitative study conducted outside of the UK
Abbott, David and Heslop, Pauline (2009) Out of sight, out of mind? Transition for young people with learning difficulties in out-of-area residential special schools and colleges. BRITISH JOURNAL OF SPECIAL EDUCATION	- Non-intervention study Qualitative - impact of transition only
Akos, Patrick (2002) Student perceptions of the transition to middle school. Professional School Counseling 5(5): 339–345	- Qualitative study conducted outside of the UK - Non-intervention study
Akos, Patrick and Galassi, John P. (2004) Middle and High School Transitions as Viewed by Students, Parents, and Teachers. Professional School Counseling 7(4): 10–212	- Qualitative study conducted outside of the UK - Non-intervention study
Aktas, Burcu; Kot, Mehtap; Yikmis, Ahmet (2020) Transition Planning and Transition Services in Special Education.	- Not in English language
Andrews, Colin and Bishop, Penny (2012) Middle grades transition programs around the globe: Effective school transition programs take a comprehensive approach to ensuring student success in the middle grades. Middle School Journal 44(1): 8–14	- Not a systematic review
Aragon, Lisa Teachanarong (2020) Improving Outcomes for Children Impacted by Adverse Childhood Experiences (ACEs): A Study of Intervention Effectiveness Guided by Developmental Theory.	- Dissertation
Arum, R. and Shavit, Y. (1995) SECONDARY VOCATIONAL-EDUCATION AND THE TRANSITION FROM SCHOOL TO WORK. Sociology of Education 68(3): 187–204	- Study design - no control group - Non-intervention study concerned with risk factors for employment
Ashburner, J. K.; Bobir, N. I.; van Dooren, K. (2018) Evaluation of an Innovative Interest-Based Post-School Transition Programme for Young People with Autism Spectrum Disorder. International Journal of Disability Development and Education 65(3): 262–285	- Qualitative study conducted outside of the UK
Ashton, Rebecca (2008) Improving the Transfer to Secondary School: How Every Child’s Voice Can Matter. Support for Learning 23(4): 176–182	- Non-intervention study Qualitative - perceptions of transition only
Awsumb, Jessica M., Carter, Erik W., Schutz, Michele A. et al. (2020) Perspectives of pre-employment transition services providers on preparing youth with disabilities for employment. Journal of Vocational Rehabilitation 53(2): 205–218	- Study design - not intervention study
Baert, S. and Cockx, B. (2013) Pure ethnic gaps in educational attainment and school to work transitions: When do they arise?. Economics of Education Review 36: 276–294	- Study design - no control group - Non-intervention study Study is concerned with educational attainment and ethnici ty
Bagnall, Charlotte L; Fox, Claire L; Skipper, Yvonne (2021) What emotional-centred challenges do children attending special schools face over primary-secondary school transition?. Journal of Research in Special Educational Needs: no-specified	- Study design - not intervention study
Bagnall, Charlotte Louise (2020) Talking about School Transition (TaST): an emotional centred intervention to support children over primary-secondary school transition. Pastoral Care in Education 38(2): 116–137	- No usable data
Bagnall, Charlotte Louise; Skipper, Yvonne; Fox, Claire Louise (2019) ‘You’re in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved. The British journal of educational psychology [PubMed: 30868577]	- Non-intervention study Perceptions of transition only
Bagnall, Charlotte Louise; Skipper, Yvonne; Fox, Claire Louise (2020) ‘You’re in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved. The British journal of educational psychology 90(1): 206–226 [PubMed: 30868577]	- Study design - not intervention study
Bailey, Suzanne and Baines, Ed (2012) The impact of risk and resiliency factors on the adjustment of children after the transition from primary to secondary school. Educational and Child Psychology 29(1): 47–63	- To consider for other review questions
Bark, Caroline and Brooks, Greg (2016) How Can Children with Mild Literacy Difficulties Be Supported at the Transition to Secondary School? A Small-Scale Quasi-Experimental Study. British Journal of Special Education 43(4): 373–393	- Intervention - not a formal programme so was delivered differently in different schools
Barry, Mark; Murphy, Mike; O’Donovan, Hugh (2017) Assessing the effectiveness of a cognitive behavioural group coaching intervention in reducing symptoms of depression among adolescent males in a school setting. International Coaching Psychology Review 12(2): 101–109	- Intervention - not transitions Not looking specifically at school transition, just depression prevention
Bayer, Amanda; Grossman, Jean Baldwin; DuBois, David L. (2013) School-Based Mentoring Programs: Using Volunteers to Improve the Academic Outcomes of Underserved Students. MDRC: 1–46	- To consider for other review questions
Bayer, J.K., Mundy, L., Stokes, I. et al. (2018) Bullying, mental health and friendship in Australian primary school children. Child and Adolescent Mental Health 23(4): 334–340 [PubMed: 32677138]	- Study design - no control group - Non-intervention study
Bennouna, Cyril, Khauli, Nicole, Basir, Mashal et al. (2019) School-based programs for Supporting the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries: A scoping review. Social science & medicine (1982) 239: 112558 [PubMed: 31539785]	- Study design - SR
BERESFORD, Bryony and CAVET, Judith (2009) Transitions to adult services by disabled young people leaving out of authority residential schools. Social Care Online: 4p-	- Non-intervention study Overview of transitions
Berlin, Lisa J; Dunning, Rebecca D; Dodge, Kenneth A (2011) Enhancing the Transition to Kindergarten: A Randomized Trial to Test the Efficacy of the “Stars” Summer Kindergarten Orientation Program. Early childhood research quarterly 26(2): 247–254 [PMC free article: PMC3184005] [PubMed: 21969767]	- Setting - delivered outside school hours
BERRIDGE, David and et al (2015) The educational progress of looked after children in England. Technical report 3: perspectives of young people, social workers, carers and teachers. Social Care Online: 36-	- Non-intervention study Overview of transition
Beyer, Stephen and Kaehne, Axel (2008) The transition of young people with learning disabilities1 to employment: What Works?. Journal on Developmental Disabilities 14(1): 85–94	- Non-intervention study study looks at factors associated with a positive transition to work
Bharara, Gazal (2020) Factors facilitating a positive transition to secondary school: A systematic literature review. International Journal of School & Educational Psychology 8(sup1): 104–123	- Study design - SR
Bierman, Karen L., Welsh, Janet A., Heinrichs, Brenda S. et al. (2015) Helping Head Start Parents Promote Their Children’s Kindergarten Adjustment: The Research-Based Developmentally Informed Parent Program. Child Development 86(6): 1877–1891 [PMC free article: PMC4626262] [PubMed: 26494108]	- Setting - delivered outside school hours - Early years
Birturk, Atilay and Karagun, Elif (2015) The Effect of Recreational Activities on the Elimination of State-Trait Anxiety of the Students Who Will Take the SBS Placement Test. Educational Research and Reviews 10(7): 894–900	- Interventions for test anxiety only
Blackman, David (2004) Countdown to big school. NEW START	- Article unavailable
Bloyce, Jackie and Frederickson, Norah (2012) Intervening to improve the transfer to secondary school. Educational Psychology in Practice 28(1): 1–18	- Study design - non-equivalent control group
Borman, Geoffrey D, Rozek, Christopher S, Pyne, Jaymes et al. (2019) Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being. Proceedings of the National Academy of Sciences of the United States of America 116(33): 16286–16291 [PMC free article: PMC6697885] [PubMed: 31358624]	- No usable data
Bottcher, L. (2014) Transition between home and school in children with severe disabilities - Parents’ possibilities for influencing their children’s learning environment. Learning Culture and Social Interaction 3(3): 195–201	- Qualitative study conducted outside of the UK
Boyle, T.; Grieshaber, S.; Petriwskyj, A. (2018) An integrative review of transitions to school literature. Educational Research Review 24: 170–180	- Not a systematic review
Brown, Chris; Taylor, Carol; Ponambalum, Lorna (2016) Using Design-Based Research to Improve the Lesson Study Approach to Professional Development in Camden (London). London Review of Education 14(2): 4–24	- Study design - no control group
BRYAN, Ruth; TREANOR, Morag; HILL, Malcolm (2007) Evaluation of pilots to improve primary and secondary school transitions. Social care online: 141p-	- Duplicate article
Burke, K. M., Shogren, K. A., Antosh, A. A. et al. Implementing the SDLMI With Students With Significant Support Needs During Transition Planning. Career Development and Transition for Exceptional Individuals	- Non-intervention study - Qualitative study conducted outside of the UK
Cahill, Susan M and Beisbier, Stephanie (2020) Occupational Therapy Practice Guidelines for Children and Youth Ages 5-21 Years. The American journal of occupational therapy : official publication of the American Occupational Therapy Association 74(4): 7404397010p1–7404397010p48 [PubMed: 32602457]	- Study design - SR
Cantali, Dianne (2019) Moving to Secondary School for Children with ASN: A Systematic Review of International Literature. British Journal of Special Education 46(1): 29–52	- Study design - SR
Carlgren, I. (2009) The Swedish comprehensive school-lost in transition?. Zeitschrift Fur Erziehungswissenschaft 12(4): 633–649	- Non-intervention study
Carmen, Brenda; Waycott, Louise; Smith, Ken (2011) Rock Up: An initiative supporting students’ wellbeing in their transition to secondary school. Children and Youth Services Review 33(1): 167–172	- Setting - not school-based
Carroll, C. (2015) A review of the approaches investigating the post-16 transition of young adults with learning difficulties. International Journal of Inclusive Education 19(4): 347–364	- Study design - SR - Non-intervention study Not evaluating specific transition interventions
Carter, Erik W., Lane, Kathleen L., Pierson, Melinda R. et al. (2008) Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators. Exceptional Children 75(1): 55–70	- Qualitative study conducted outside of the UK
Carter, Erik W., Trainor, Audrey A., Ditchman, Nicole et al. (2009) Evaluation of a Multicomponent Intervention Package to Increase Summer Work Experiences for Transition-Age Youth with Severe Disabilities. Research and Practice for Persons with Severe Disabilities (RPSD) 34(2): 1–12	- Setting - not school-based - Setting - delivered outside school hours
Cassoni, Cynthia, Correia-Zanini, Marta RG, Marturano, Edna Maria et al. (2020) Adaptive tasks: school transition from the 5th to 6th grade of elementary education. Psico-USF 25: 481–492	- Setting - Non-OECD
Catterall, J. S. (1998) Risk and resilience in student transitions to high school. American Journal of Education 106(2): 302–333	- Non-intervention study Focus on resilience
Certo, N. J., Luecking, R. G., Murphy, S. et al. (2008) Seamless Transition and Long-Term Support for Individuals With Severe Intellectual Disabilities. Research and Practice for Persons with Severe Disabilities 33(3): 85–95	- Not a systematic review
Chan, M. C. and Chadsey, J. G. (2006) High school teachers’ perceptions of school-to-work transition practices in Taiwan. Education and Training in Developmental Disabilities 41(3): 280–289	- Qualitative study conducted outside of the UK
Channell, M. M. and Loveall, S. J. (2018) Post-High School Transition for Individuals With Down Syndrome. International Review of Research in Developmental Disabilities, Vol 54 54: 105–135	- Non-intervention study Study concerned with experiences of transitions
CHAPMAN Mimi, V. and SAWYER Jeffery, S. (2001) Bridging the gap for students at risk of school failure: a social work-initiated middle to high school transition program. Children and Schools 23(4): 235–240	- Study design - no control group
Chedzoy, S. M. and Burden, R. L. (2005) Making the Move: Assessing Student Attitudes to Primary-Secondary School Transfer. Research in Education 74: 22–35	- Non-intervention study
Chiumento, Anna, Nelki, Julia, Dutton, Carl et al. (2011) School-based mental health service for refugee and asylum seeking children: Multi-agency working, lessons for good practice. Journal of Public Mental Health 10(3): 164–177	- Study did not include primary qualitative data
Cho, Y. and Kim, M. (2019) Achievement goal pursuit during the transition from middle school to high school: its antecedents and consequences from a self-determination perspective. Educational Psychology 39(8): 984–1004	- Non-intervention study
Cocorada, Elena and Mihalascu, Violeta (2012) Adolescent coping strategies in secondary school. Procedia-Social and Behavioral Sciences 33: 188–192	- Non-intervention study - Setting - Non-OECD
Corrin, William, Sepanik, Susan, Rosen, Rachel et al. (2016) Addressing Early Warning Indicators: Interim Impact Findings from the Investing in Innovation (i3) Evaluation of Diplomas Now.: 1–126	- Whole-school intervention
Cousineau, TM, Franko, DL, Trant, M et al. (2010) Teaching adolescents about changing bodies: randomized controlled trial of an Internet puberty education and body dissatisfaction prevention program. Body image 7(4): 296–300 [PMC free article: PMC2952729] [PubMed: 20638919]	- Outcomes - not SEW
Cox, Petrina; Bamford, Gillian M; Lau, Jennifer Y F (2016) Cognitive bias modification as a strategy to reduce children’s fears and concerns about the secondary school transition. Anxiety, stress, and coping 29(4): 447–56 [PubMed: 26110551]	- Setting - not school-based - Setting - delivered outside school hours
Craig, Lesley J (2009) Post-school transitions: Exploring practice in one local authority. Educational and Child Psychology 26(1): 41–51	- Non-intervention study
Craven, Cindy; Mengel, Tammi; Barham, Martha (2004) Transitioning from school-to-work: one successful model. North Carolina medical journal 65(2): 107–9 [PubMed: 15239516]	- Non-intervention study
Crooks, Claire V, Exner-Cortens, Deinera, Burm, Sarah et al. (2017) Two Years of Relationship-Focused Mentoring for First Nations, Metis, and Inuit Adolescents: Promoting Positive Mental Health. The journal of primary prevention 38(12): 87–104 [PubMed: 27848172]	- Study design - no control group
Crooks, Claire V; Hoover, Sharon; Smith, Alexandra C. G (2020) Feasibility trial of the school-based strong intervention to promote resilience among newcomer youth. Psychology in the Schools: no-specified	- Qualitative study conducted outside of the UK
DaGiau, Bette J (1997) A Program of Counseling and Guidance To Facilitate the Transition from Middle School to High School.	- Not a systematic review
Davis II, Robert (2021) The Middle to High School Transition: An Applied Research Study to Improve and Support High School Readiness in High-Poverty Schools.	- Study design - not intervention
Davis, John M.; Ravenscroft, John; Bizas, Nik (2015) Transition, Inclusion and Partnership: Child-, Parent- and Professional-Led Approaches in a European Research Project. Child Care in Practice 21(1): 33–49	- Non-intervention study - Qualitative study conducted outside of the UK Some UK data but mostly European
Dawes, Molly, Farmer, Thomas, Hamm, Jill et al. (2020) Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention. Journal of youth and adolescence 49(7): 1447–1463 [PubMed: 31705384]	- Duplicate article
Derrington, Chris (2005) Perceptions of Behaviour and Patterns of Exclusion: Gypsy Traveller Students in English Secondary Schools. Journal of Research in Special Educational Needs 5(2): 55–61	- Non-intervention study
Deuchar, R. (2009) Seen and heard, and then not heard: Scottish pupils’ experience of democratic educational practice during the transition from primary to secondary school. Oxford Review of Education 35(1): 23–40	- Intervention - not transitions
Diebel, Tara, Woodcock, Colin, Cooper, Claire et al. (2016) Establishing the effectiveness of a gratitude diary intervention on children’s sense of school belonging. Educational and Child Psychology 33(2): 117–129	- To consider for other review questions
Dillon, Gayle Victoria and Underwood, Jean D. M. (2012) Parental Perspectives of Students with Autism Spectrum Disorders Transitioning from Primary to Secondary School in the United Kingdom. Focus on Autism and Other Developmental Disabilities 27(2): 111–121	- Non-intervention study
Dishion, Thomas J, Kavanagh, Kathryn, Schneiger, Alison et al. (2002) Preventing early adolescent substance use: a family-centered strategy for the public middle school. Prevention science : the official journal of the Society for Prevention Research 3(3): 191–201 [PubMed: 12387554]	- Outcomes - not SEW
Dockett, S. and Perry, B. (2003) The transition to school: What’s important?. Educational Leadership 60(7): 30–33	- Not a systematic review
Dockett, S.; Perry, B.; Whitton, D. (2010) What will my teacher be like? Picture storybooks about starting school. Australasian Journal of Early Childhood 35(3): 33–41	- Non-intervention study
Dockrell, Julie E and Lindsay, Geoff (2007) Identifying the educational and social needs of children with specific speech and language difficulties on entry to secondary school. Educational and Child Psychology 24(4): 101–115	- Study design - no control group Un-matched control group
Easton-Brooks, D.; Robinson, D.; Williams, S. M. (2018) Schools in Transition: Creating a Diverse School Community. Teachers College Record 120(13)	- Qualitative study conducted outside of the UK
Eisenhower, Abbey; Taylor, Heather; Baker, Bruce L. (2016) Starting Strong: A School-Based Indicated Prevention Program during the Transition to Kindergarten. School Psychology Review 45(2): 141–170	- Study design - no control group
Elizabeth Kim, B K, Oesterle, Sabrina, Catalano, Richard F et al. (2015) Change in Protective Factors Across Adolescent Development. Journal of applied developmental psychology 40: 26–37 [PMC free article: PMC4576918] [PubMed: 26405365]	- Study design - no control group
Ellerbrock, Cheryl R.; Abbas, Bridget; DiCicco, Michael (2014) Developmentally Responsive Teacher Practices across the Middle-to-High-School Transition. Journal of Research in Education 24(1): 17–37	- Qualitative study conducted outside of the UK
Ellerbrock, Cheryl R., Denmon, Jennifer, Owens, Ruchelle et al. (2015) Fostering a Developmentally Responsive Middle-to-High School Transition: The Role of Transition Supports. Middle Grades Research Journal 10(1): 83–101	- Article unavailable
Eva, Amy L and Thayer, Natalie M (2017) Learning to BREATHE: A Pilot Study of a Mindfulness-Based Intervention to Support Marginalized Youth. Journal of evidence-based complementary & alternative medicine 22(4): 580–591 [PMC free article: PMC5871269] [PubMed: 29228794]	- Study design - no control group
Evans, Danielle; Borriello, Giulia A; Field, Andy P (2018) A review of the academic and psychological impact of the transition to secondary education. Frontiers in psychology 9: 1482 [PMC free article: PMC6123573] [PubMed: 30210385]	- Study design - SR
Facchin, Federica, Margola, Davide, Molgora, Sara et al. (2014) Effects of benefit-focused versus standard expressive writing on adolescents’ self-concept during the high school transition. Journal of Research on Adolescence 24(1): 131–144	- Control - not usual practice
Fane, Jennifer, MacDougall, Colin, Redmond, Gerry et al. (2016) Young children’s health and wellbeing across the transition to school: a critical interpretive synthesis. Children Australia 41(2): 126–140	- Study design - SR
Farmer, Thomas W. (2011) Overview of Project REAL and the Conceptual Foundations of the SEALS Model. Society for Research on Educational Effectiveness: 1–12	- Conference abstract - no findings
Farmer, Thomas W., Hamm, Jill V., Petrin, Robert A. et al. (2010) Supporting Early Adolescent Learning and Social Strengths: Promoting Productive Contexts for Students At-Risk for EBD during the Transition to Middle School. Exceptionality 18(2): 94–106	- No usable data
Firth, Nola, Frydenberg, Erica, Steeg, Charlotte et al. (2013) Coping Successfully with Dyslexia: An Initial Study of an Inclusive School-Based Resilience Programme. Dyslexia 19(2): 113–130 [PubMed: 23526752]	- To consider for other review questions
Fite, Paula, Frazer, Andrew, DiPierro, Moneika et al. (2019) Youth Perceptions of What Is Helpful during the Middle School Transition and Correlates of Transition Difficulty. Children & Schools 41(1): 55–64	- Qualitative study conducted outside of the UK
Foley, Tom; Foley, Shane; Curtin, Alicia (2016) Primary to Post-Primary Transition for Students with Special Educational Needs from an Irish Context. International Journal of Special Education 31(2): 1–27	- Non-intervention study
Fontil, L., Gittens, J., Beaudoin, E. et al. (2019) Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review. Journal of Autism and Developmental Disorders [PubMed: 30806855]	- Qualitative study conducted outside of the UK - Study design - SR
Fontil, Laura, Gittens, Jalisa, Beaudoin, Emily et al. (2020) Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review. Journal of autism and developmental disorders 50(6): 1866–1881 [PubMed: 30806855]	- Study design - SR
Foulder-Hughes, Lynda and Prior, Clare (2014) Supporting Pupils with DCD and ASD with the Transition to Secondary School. Research in Education 92: 79–92	- Non-intervention study
Frahm, S., Goy, M., Kowalski, K. et al. (2011) Transition and development from lower secondary to upper secondary school. Zeitschrift Fur Erziehungswissenschaft 14: 217–232	- Non-intervention study
Gaias, Larissa M., Cook, Clayton R., Nguyen, Lillian et al. (2020) A Mixed Methods Pilot Study of an Equity-Explicit Student-Teacher Relationship Intervention for the Ninth-Grade Transition. Journal of School Health 90(12): 1004–1018 [PMC free article: PMC7702116] [PubMed: 33184887]	- Study design - no control group
Galton, M. and McLellan, R. (2018) A transition Odyssey: pupils’ experiences of transfer to secondary school across five decades. Research Papers in Education 33(2): 255–277	- Non-intervention study
Garoni, Stephanie; Edwards-Groves, Christine; Davidson, Christina (2021) The ‘doubleness’ of transition: Investigating classroom talk practices in literacy lessons at the end of primary school and the beginning of secondary school. Australian Journal of Language & Literacy 44(2)	- Qualitative study conducted outside of the UK
Giallo, Rebecca, Treyvaud, Karli, Matthews, Jan et al. (2010) Making the Transition to Primary School: An Evaluation of a Transition Program for Parents. Australian Journal of Educational & Developmental Psychology 10: 1–17	- Outcomes - not SEW
Gillock, Karen L and Reyes, Olga (1996) High school transition-related changes in urban minority students’ academic performance and perceptions of self and school environment. Journal of Community Psychology 24(3): 245–261	- Study design - not intervention
Goff, W. (2019) The Processes that Adults Engage with When They Come Together to Support the Learning of Children Making the Transition to School. Early Childhood Education Journal 47(6): 687–697	- Non-intervention study
Goldstein, Sara E.; Boxer, Paul; Rudolph, Erin (2015) Middle School Transition Stress: Links with Academic Performance, Motivation, and School Experiences. Contemporary School Psychology 19(1): 21–29	- Qualitative study conducted outside of the UK
Gonzales, Nancy A, Wong, Jessie J, Toomey, Russell B et al. (2014) School engagement mediates long-term prevention effects for Mexican American adolescents. Prevention science : the official journal of the Society for Prevention Research 15(6): 929–39 [PMC free article: PMC4087099] [PubMed: 24398825]	- Setting - delivered outside school hours
Goossens, Ferry X, Onrust, Simone A, Monshouwer, Karin et al. (2016) Effectiveness of an empowerment program for adolescent second generation migrants: a cluster randomized controlled trial. Children and Youth Services Review 64: 128–135	- Setting - not school-based
Gorard, S.; Siddiqui, N.; See, B. H. (2017) What works and what fails? Evidence from seven popular literacy “catch-up’ schemes for the transition to secondary school in England. Research Papers in Education 32(5): 626–648	- Study design - literature review
Gould, Siobhan (2017) Promoting the Social Inclusion and Academic Progress of Gypsy, Roma and Traveller Children: A Secondary School Case Study. Educational Psychology in Practice 33(2): 126–148	- Non-intervention study
Goyer, J Parker, Garcia, Julio, Purdie-Vaughns, Valerie et al. (2017) Self-affirmation facilitates minority middle schoolers’ progress along college trajectories. Proceedings of the National Academy of Sciences of the United States of America 114(29): 7594–7599 [PMC free article: PMC5530645] [PubMed: 28630338]	- Outcomes - not SEW
Grant, Marisha (2020) Pupils with SEMH needs’ experiences of a successful transition To secondary school. A Grounded Theory study.	- Study design - SR
Griebling, Susan and Gilbert, Jaesook (2020) Examining the value of a summer kindergarten transitioning program for children, families, and schools. The School Community Journal 30(1): 191–208	- Qualitative study conducted outside of the UK
Hagiwara, M., Palmer, S. B., Hancock, C. L. et al. (2019) Sibling Roles in Family-School Partnerships for Students With Disabilities During Transition Planning. Career Development and Transition for Exceptional Individuals 42(3): 194–200	- Non-intervention study
Hall, C.; Hollingshead, A.; Christman, J. (2019) Implementing Video Modeling to Improve Transitions Within Activities in Inclusive Classrooms. Intervention in School and Clinic 54(4): 235–240	- Transitions-daily transitions ASD
Hamerslag, R.; Oostdam, R.; Tavecchio, L. (2018) Inside school readiness: the role of socioemotional and behavioral factors in relation to school, teachers, peers and academic outcome in kindergarten and first grade. European Early Childhood Education Research Journal 26(1): 80–96	- Non-intervention study
Hamm, Jill V., Farmer, Thomas W., Dadisman, Kimberly et al. (2011) Teachers’ Attunement to Students’ Peer Group Affiliations as a Source of Improved Student Experiences of the School Social-Affective Context following the Middle School Transition. Journal of Applied Developmental Psychology 32(5): 267–277	- Outcomes - not SEW
Hammond, Nick (2016) Making a Drama out of Transition: Challenges and Opportunities at Times of Change. Research Papers in Education 31(3): 299–315	- Non-intervention study
Han, Jisu and Neuharth-Pritchett, Stacey (2021) Predicting students’ mathematics achievement through elementary and middle school: The contribution of state-funded prekindergarten program participation. Child & Youth Care Forum: no-specified	- Early years
Harklau, L. (2001) From high school to college: Student perspectives on literacy practices. Journal of Literacy Research 33(1): 33–70	- Not a systematic review
HARRIS, Val (2010) Research into practice: nurture groups. Young Minds Magazine 108: 34	- Study design - not intervention
Hart, Katie C., Graziano, Paulo A., Kent, Kristine M. et al. (2016) Early Intervention for Children with Behavior Problems in Summer Settings: Results from a Pilot Evaluation in Head Start Preschools. Journal of Early Intervention 38(2): 92–117	- Setting - delivered outside school hours
Hastings, Catherine (2012) The Experience of Male Adolescent Refugees during Their Transfer and Adaptation to a UK Secondary School. Educational Psychology in Practice 28(4): 335–351	- Non-intervention study
Hatfield, Megan, Falkmer, Marita, Falkmer, Torbjorn et al. (2017) “Leaps of Faith”: Parents’ and Professionals’ Viewpoints on Preparing Adolescents on the Autism Spectrum for Leaving School. Journal of Research in Special Educational Needs 17(3): 187–197	- Qualitative study conducted outside of the UK
Hawkins, Renee O, Haydon, Todd, McCoy, Dacia et al. (2017) Effects of an interdependent group contingency on the transition behavior of middle school students with emotional and behavioral disorders. School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association 32(2): 282–289 [PubMed: 28383928]	- Transition type - movement between lessons
Hertzog, C Jay and Morgan, P Lena (1999) Making the Transition from Middle Level to High School. High School Magazine 6(4): 26–30	- Not a systematic review
Hoffman, Jill A, Uretsky, Mathew C, Patterson, Lindsey B et al. (2020) Effects of a school readiness intervention on family engagement during the kindergarten transition. Early Childhood Research Quarterly 53: 86–96	- Parent-focused
Hopwood, Belinda; Hay, Ian; Dyment, Janet (2016) The Transition from Primary to Secondary School: Teachers’ Perspectives. Australian Educational Researcher 43(3): 289–307	- Qualitative study conducted outside of the UK
Huser, C.; Dockett, S.; Perry, B. (2016) Transition to school: revisiting the bridge metaphor. European Early Childhood Education Research Journal 24(3): 439–449	- Not a systematic review
Iadarola, S, Shih, W, Dean, M et al. (2018) Implementing a Manualized, Classroom Transition Intervention for Students With ASD in Underresourced Schools. Behavior modification 42(1): 126–147 [PubMed: 28675941]	- Transitions-daily transitions ASD
Iannelli, C. (2004) School variation in youth transitions in Ireland, Scotland and the Netherlands. Comparative Education 40(3): 401–425	- Not a systematic review
Ivzori, Yonat, Sachs, Dalia, Reiter, Shunit et al. (2020) Transition to Employment Program (SUPER) for Youth at Risk: A Conceptual and Practical Model. International journal of environmental research and public health 17(11) [PMC free article: PMC7312591] [PubMed: 32486404]	- Outcomes - not SEW
Jackson, C. and Warin, J. (2000) The importance of gender as an aspect of identity at key transition points in compulsory education. British Educational Research Journal 26(3): 375–391	- Non-intervention study
Jindal-Snape, Divya, Vettraino, Elinor, Lowson, Amanda et al. (2011) Using Creative Drama to Facilitate Primary-Secondary Transition. Education 3-13 39(4): 383–394	- Not primary research Used secondary datasets
Johnson, Valerie L.; Simon, Patricia; Mun, Eun-Young (2014) A Peer-Led High School Transition Program Increases Graduation Rates among Latino Males. Journal of Educational Research 107(3): 186–196 [PMC free article: PMC3987860] [PubMed: 24748686]	- Outcomes - not SEW
Jorgensen, C. H.; Jarvinen, T.; Lundahl, L. (2019) A Nordic transition regime? Policies for school-to-work transitions in Sweden, Denmark and Finland. European Educational Research Journal 18(3): 278–297	- Not a systematic review
Kaehne, A and Beyer, S (2014) Person-centred reviews as a mechanism for planning the post-school transition of young people with intellectual disability. Journal of intellectual disability research : JIDR 58(7): 603–13 [PubMed: 23796061]	- Non-intervention study
KAEHNE, Axel (2010) Multiagency protocols in intellectual disabilities transition partnerships: a survey of local authorities in Wales. Journal of Policy and Practice in Intellectual Disabilities 7(3): 182–188	- Non-intervention study
KAEHNE, Axel and BEYER, Stephen (2011) ‘Stroppy’ or ‘confident’? Do carers and professionals view the impact of transition support on young people differently?. British Journal of Learning Disabilities 39(2): 154–160	- Non-intervention study
Kaehne, Axel and Beyer, Stephen (2009) “Views of Professionals on Aims and Outcomes of Transition for Young People with Learning Disabilities”. British Journal of Learning Disabilities 37(2): 138–144	- Non-intervention study
Kaplun, C. (2019) Children’s drawings speak a thousand words in their transition to school. Australasian Journal of Early Childhood 44(4): 392–407	- Qualitative study conducted outside of the UK
Kaplun, C.; Dockett, S.; Perry, B. (2017) The Starting School Study: Mothers’ perspectives of transition to school. Australasian Journal of Early Childhood 42(4): 56–66	- Qualitative study conducted outside of the UK
Kardos, Margaret and White, Barbara Prudhomme (2005) The role of the school-based occupational therapist in secondary education transition planning: a pilot survey study. The American journal of occupational therapy : official publication of the American Occupational Therapy Association 59(2): 173–80 [PubMed: 15830617]	- Qualitative study conducted outside of the UK
Keay, Andy; Lang, Jane; Frederickson, Norah (2015) Comprehensive support for peer relationships at secondary transition. Educational Psychology in Practice 31(3): 279–292	- Non-intervention study
Kelchner, Viki P., Evans, Kathy, Brendell, Kathrene et al. (2017) The Effect of a School-Based Transitional Support Intervention Program on Alternative School Youth’s Attitudes and Behaviors. Professional Counselor 7(2): 169–184	- No usable data
Kellam, S G, Ling, X, Merisca, R et al. (1998) The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and psychopathology 10(2): 165–85 [PubMed: 9635220]	- Intervention - not transitions
Kellems, R.O., Osborne, K., Rowe, D. et al. (2020) Teaching conversation skills to adults with developmental disabilities using a video-based intervention package. Journal of Vocational Rehabilitation 53(1): 119–130	- Outcomes - not SEW
Kellems, Ryan O. and Morningstar, Mary E. (2010) Tips for Transition. TEACHING Exceptional Children 43(2): 60–68	- Study design - not intervention study
Khemka, I; Hickson, L; Mallory, SB (2016) Evaluation of a Decision-Making Curriculum for Teaching Adolescents with Disabilities to Resist Negative Peer Pressure. Journal of autism and developmental disorders 46(7): 2372–2384 [PubMed: 26993636]	- Outcomes - not SEW
Kim, Hyoun K and Leve, Leslie D (2011) Substance use and delinquency among middle school girls in foster care: a three-year follow-up of a randomized controlled trial. Journal of consulting and clinical psychology 79(6): 740–50 [PMC free article: PMC3226884] [PubMed: 22004305]	- Outcomes - not SEW - Population - only LACYP
King, N., Tonge, B.J., Heyne, D. et al. (2001) Cognitive-behavioural treatment of school-refusing children: Maintenance of improvement at 3- to 5-year follow-up. Scandinavian Journal of Behaviour Therapy 30(2): 85–89	- To consider for other review questions
Komosa-Hawkins, Karen (2012) The Impact of School-Based Mentoring on Adolescents’ Social-Emotional Health. Mentoring & Tutoring: Partnership in Learning 20(3): 393–408	- Outcomes - not SEW
Koppang, Angela (2004) A transition program based on identified student and parent concerns. Middle School Journal 36(1): 32–36	- Not a systematic review
Kwan, Matthew Y W, Dutta, Pallavi, Bray, Steven R et al. (2020) Methods and design for the ADAPT study: Application of integrateD Approaches to understanding Physical activity during the Transition to emerging adulthood. BMC public health 20(1): 426 [PMC free article: PMC7110722] [PubMed: 32234011]	- study protocol
Lago, L. and Elvstrand, H. (2019) Pupils’ everyday transitions in school as a condition for social relations and activities in leisure time centres. Early Years 39(2): 163–174	- Transition type- everyday transitions
Larcombe, T.J., Joosten, A.V., Cordier, R. et al. (2019) Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences. Journal of Autism and Developmental Disorders 49(8): 3073–3088 [PubMed: 31041629]	- Qualitative study conducted outside of the UK
Leaton Gray, S, Saville, Katya, Hargreaves, Eleanore et al. (2021) Moving Up: Secondary school transition processes during the COVID-19 pandemic for schools.	- Qualitative - perceptions of transition only
Lester, Leanne and Cross, Donna (2015) The Relationship Between School Climate and Mental and Emotional Wellbeing Over the Transition from Primary to Secondary School. Psychology of well-being 5(1): 9 [PMC free article: PMC4615665] [PubMed: 26516619]	- Study design - no control group
Lester, Leanne and Mander, David (2015) The Role of Social, Emotional and Mental Wellbeing on Bullying Victimisation and Perpetration of Secondary School Boarders. Journal of Psychologists and Counsellors in Schools 25(2): 152–169	- Study design - no control group
Lester, Leanne and Mander, David (2020) A Longitudinal Mental Health and Wellbeing Survey of Students Transitioning to a Boys’ Only Boarding School. Australian and International Journal of Rural Education 30(2): 67–83	- Study design - no control group
Li, Ho Cheung William, Chan, Sophia S C, Mak, Yim Wah et al. (2013) Effectiveness of a parental training programme in enhancing the parent-child relationship and reducing harsh parenting practices and parental stress in preparing children for their transition to primary school: a randomised controlled trial. BMC public health 13: 1079 [PMC free article: PMC3870999] [PubMed: 24237718]	- Setting - not school-based - Setting - Non-OECD
Lightfoot, Louise and Bond, Caroline (2013) An Exploration of Primary to Secondary School Transition Planning for Children with Down’s Syndrome. Educational Psychology in Practice 29(2): 163–179	- Non-intervention study
Lindsay, Sally, Duncanson, Michelle, Niles-Campbell, Nadia et al. (2018) Applying an ecological framework to understand transition pathways to post-secondary education for youth with physical disabilities. Disability and rehabilitation 40(3): 277–286 [PubMed: 27868448]	- Setting - not school-based
Lindstrom, L DeGarmo, D Khurana, A Hirano, K Leve, L Paths 2 the Future: Evidence for the Efficacy of a Career Development Intervention for Young Women With Disabilities. EXCEPTIONAL CHILDREN	- Outcomes - not SEW
Lindt, Suzanne F. and Blair, Cody (2017) Making a Difference with At-Risk Students: The Benefits of a Mentoring Program in Middle School. Middle School Journal 48(1): 34–39	- Qualitative study conducted outside of the UK
Lipscomb, Stephen, Lacoe, Johanna, Liu, Albert Y. et al. (2018) Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. A Summary of Key Findings from The National Longitudinal Transition Study 2012. NCEE Evaluation Brief. National Center for Education Evaluation and Regional Assistance: 1–16	- Qualitative study conducted outside of the UK - Non-intervention study
Little, M. H. (2017) School-Based Kindergarten Transition Practices and Child Outcomes: Revisiting the Issue. Elementary School Journal 118(2): 335–356	- Non-intervention study
Lochman, J.E. and Wells, K.C. (2003) Effectiveness of the Coping Power program and of classroom intervention with aggressive children: Outcomes at a 1-year follow-up. Behavior Therapy 34(4): 493–515	- Intervention - not transitions Given at the time of transition rather than transition focused
Lochman, John E and Wells, Karen C (2004) The coping power program for preadolescent aggressive boys and their parents: outcome effects at the 1-year follow-up. Journal of consulting and clinical psychology 72(4): 571–8 [PubMed: 15301641]	- Outcomes - not SEW
Lochman, John E and Wells, Karen C (2002) The Coping Power program at the middle-school transition: universal and indicated prevention effects. Psychology of addictive behaviors : journal of the Society of Psychologists in Addictive Behaviors 16(4s): 40–54 [PubMed: 12502276]	- Intervention - not transitions Given at the time of transition rather than transition focused
Lokhande, Mohini and Muller, Tim (2019) Double jeopardy - Double remedy? The effectiveness of self-affirmation for improving doubly disadvantaged students’ mathematical performance. Journal of school psychology 75: 58–73 [PubMed: 31474281]	- Intervention - not transitions
Longobardi, Claudio, Prino, Laura E, Marengo, Davide et al. (2016) Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School. Frontiers in psychology 7: 1988 [PMC free article: PMC5179523] [PubMed: 28066305]	- Qualitative study conducted outside of the UK
Loughlin-Presnal, John E and Bierman, Karen L (2017) Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten. Journal of school psychology 62: 67–80 [PMC free article: PMC5506854] [PubMed: 28646976]	- Early years
Lucey, H. and Reay, D. (2000) Identities in Transition: anxiety and excitement in the move to secondary school. Oxford Review of Education 26(2): 191–205	- Non-intervention study
Lucey, H. and Reay, D. (2002) Carrying the beacon of excellence: social class differentiation and anxiety at a time of transition. Journal of Education Policy 17(3): 321–336	- Non-intervention study
Luna, Gaye and Fowler, Michael (2011) Evaluation of Achieving a College Education Plus: A Credit-Based Transition Program. Community College Journal of Research and Practice 35(9): 673–688	- Outcomes - not SEW
Lupien, S J, Ouellet-Morin, I, Trepanier, L et al. (2013) The DeStress for Success Program: effects of a stress education program on cortisol levels and depressive symptomatology in adolescents making the transition to high school. Neuroscience 249: 74–87 [PubMed: 23403176]	- Outcomes - not SEW
Maag, J. W. and Katsiyannis, A. (1998) Challenges facing successful transition for youths with E/BD. Behavioral Disorders 23(4): 209–221	- Study design - no control group
MacDonald, A. (2009) Drawing stories: The power of children’s drawings to communicate the lived experience of starting school. Australasian Journal of Early Childhood 34(3): 40–49	- Qualitative study conducted outside of the UK
Magno, C. and Silova, I. (2007) Teaching in transition: Examining school-based gender inequities in central/southeastern Europe and the former Soviet Union. International Journal of Educational Development 27(6): 647–660	- Not a systematic review
Makulova, N.D.; Dzyuba-Balkanskaya, S.V.; Maslova, O.I. (2000) Dynamics of cognitive sphere formation in children during transition to schooling. Biomedical Engineering 34(6): 322–324	- Non-intervention study
Mallinson, Anne (2009) From school to further education: Student and teacher views of transition, support and drop-out. Educational and Child Psychology 26(1): 33–40	- Non-intervention study
Mander, David J; Lester, Leanne; Cross, Donna (2015) The social and emotional well-being and mental health implications for adolescents transitioning to secondary boarding school. International Journal of Child and Adolescent Health 8(2): 131	- Study design - no control group
Mangione, P. L. and Speth, T. (1998) The transition to elementary school: A framework for creating early childhood continuity through home, school, and community partnerships. Elementary School Journal 98(4): 381–397	- Qualitative study conducted outside of the UK
Mannion, Greg (2002) Open the gates an’ that’s it “see ya later!”: school culture and young people’s transitions into post-compulsory education and training. SCOTTISH EDUCATIONAL REVIEW	- Non-intervention study
Mantzicopoulos, P. (2004) The effects of participation in a head start-public school transition program on kindergarten children’s social competence. Perspectives in Education 22(2): 51–66	- Study carried out before 1995
Maras, Pam and Aveling, Emma-Louise (2006) Students with Special Educational Needs: Transitions from Primary to Secondary School. British Journal of Special Education 33(4): 196–203	- Non-intervention study
Marshall, S., Goessling, K., Young, R. et al. (2019) Researching the Transition to High School for Adolescents with a Disability: Qualitative Action-Project Method as an Exemplar Approach. International Journal of Disability Development and Education 66(4): 389–408	- Qualitative study conducted outside of the UK
Marston, Jennifer (2008) Perceptions of students and parents involved in primary to secondary school tranistion programs. Australian Association for Research in Education. Brisbane: Australian Association for Research in Education	- Qualitative study conducted outside of the UK
Marvul, John N. (2012) If You Build It, They Will Come: A Successful Truancy Intervention Program in a Small High School. Urban Education 47(1): 144–169	- Outcomes - not SEW
Mason, W Alex, Fleming, Charles B, Gross, Thomas J et al. (2016) Randomized trial of parent training to prevent adolescent problem behaviors during the high school transition. Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43) 30(8): 944–954 [PMC free article: PMC5138089] [PubMed: 27504751]	- Setting - not school-based - Parent-focused
Mason, W Alex, Fleming, Charles B, Ringle, Jay L et al. (2015) Reducing Risks for Problem Behaviors During the High School Transition: Proximal Outcomes in the Common Sense Parenting Trial. Journal of child and family studies 24(9): 2568–2578 [PMC free article: PMC4617304] [PubMed: 26508822]	- Setting - not school-based - Parent-focused
Mason, W Alex, January, Stacy-Ann A, Fleming, Charles B et al. (2016) Parent Training to Reduce Problem Behaviors over the Transition to High School: Tests of Indirect Effects through Improved Emotion Regulation Skills. Children and youth services review 61: 176–183 [PMC free article: PMC4712449] [PubMed: 26778871]	- Setting - not school-based - Parent-focused
Mawson, B. (2003) Smoothing the path: Technology education and school transition. Research in Science Education 33(4): 503–514	- Qualitative study conducted outside of the UK
May, Michael E., Chitiyo, Jonathan, Goodin, Theresa et al. (2018) A Service Learning Model for Special Education Teacher Preparation in Secondary Transition Programming. Career Development and Transition for Exceptional Individuals 41(3): 156–165	- Study design - no control group
McAnaney, Donal F and Wynne, Richard F (2016) Linking user and staff perspectives in the evaluation of innovative transition projects for youth with disabilities. Journal of intellectual disabilities : JOID 20(2): 165–82 [PubMed: 26912504]	- Setting - not school-based
McCarthy, E., Schecter, S. R., Ippolito, J. et al. (2007) Schools in transition. Educational Leadership 64(6): 68–73	- Not a systematic review
McCormack, Lorraine (2016) The Use of CASE to Bridge the Transition between Primary and Secondary School Science in Ireland. School Science Review 98(362): 47–54	- No usable data - Qualitative study conducted outside of the UK
McCormick, Meghan, White, Hope, Horn, Parham et al. (2018) Instructional support and academic skills: Impacts of INSIGHTS in classrooms with shy children. Early Education and Development 29(5): 691–715	- No usable data
McDermott, Jennifer Martin, Pears, Katherine C, Bruce, Jacqueline et al. (2018) Improving kindergarten readiness in children with developmental disabilities: Changes in neural correlates of response monitoring. Applied neuropsychology. Child 7(3): 187–199 [PMC free article: PMC6774671] [PubMed: 28631968]	- Early years - Setting - not school-based
McDougall, Patricia and Hymel, Shelley (1998) Moving into middle school: Individual differences in the transition experience. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement 30(2): 108	- Study design - no control group
McKay-Brown, L., McGrath, R., Dalton, L. et al. (2019) Reengagement With Education: A Multidisciplinary Home-School-Clinic Approach Developed in Australia for School-Refusing Youth. Cognitive and Behavioral Practice 26(1): 92–106	- Study design - no control group
McLean, K., Edwards, S., Evangelou, M. et al. (2018) Supported playgroups in schools: bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education 48(2): 157–175	- Qualitative study conducted outside of the UK - Early years
McLellan, Ros and Galton, Maurice (2015) THE IMPACT OF PRIMARY-?SECONDARY TRANSITION ON STUDENTS?WELLBEING.	- Non-intervention study
McQuillin, Samuel; Smith, Bradley; Strait, Gerald (2011) Randomized Evaluation of a Single Semester Transitional Mentoring Program for First Year Middle School Students: A Cautionary Result for Brief, School-Based Mentoring Programs. Journal of Community Psychology 39(7): 844–859	- No usable data
Mellard, D. F. and Lancaster, P. E. (2003) Incorporating adult community services in students’ transition planning. Remedial and Special Education 24(6): 359–368	- Non-intervention study
Merga, M. K. “Fallen through the cracks”: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school. English in Education	- Qualitative study conducted outside of the UK
Merino, Rafael; Valls, Ona; S?nchez-Gelabert, Albert (2021) Comprehensive School and Vocational Training in Spain. A Longitudinal Approach from the Transition from Lower to Upper Secondary Education. Education sciences 11(3): 101	- Outcomes - not SEW
Messeter, T. and Soni, A. (2018) A systematic literature review of the ‘managed move’ process as an alternative to exclusion in UK schools. Emotional and Behavioural Difficulties 23(2): 169–185	- Study design - SR
Mguni, Nina and Aylott, Mhairi (2013) Nice house, good job: improving educational attainment in West Norfolk. Young Foundation	- Non-intervention study
Michael, Siobhan and Frederickson, Norah (2013) Improving Pupil Referral Unit Outcomes: Pupil Perspectives. Emotional & Behavioural Difficulties 18(4): 407–422	- Non-intervention study
Millenky, Megan, Bloom, Dan, Muller-Ravett, Sara et al. (2011) Staying on Course: Three-Year Results of the National Guard Youth ChalleNGe Evaluation.: 1–108	- Setting - not school-based
Miu, Adriana Sum and Yeager, David Scott (2015) Preventing symptoms of depression by teaching adolescents that people can change: Effects of a brief incremental theory of personality intervention at 9-month follow-up. Clinical Psychological Science 3(5): 726–743	- Control - not usual practice
Mondi, Christina F and Reynolds, Arthur J (2020) Socio-emotional learning among low-income prekindergarteners: The roles of individual factors and early intervention. Early Education and Development: no-specified [PMC free article: PMC7959114] [PubMed: 33731978]	- Early years
Motoca, Luci M., Farmer, Thomas W., Hamm, Jill V. et al. (2014) Directed Consultation, the SEALS Model, and Teachers’ Classroom Management. Journal of Emotional and Behavioral Disorders 22(2): 119–129	- Outcomes - not SEW
Mowat, Joan Gaynor (2019) Supporting the Transition from Primary to Secondary School for Pupils with Social, Emotional and Behavioural Needs: A Focus on the Socio-Emotional Aspects of Transfer for an Adolescent Boy. Emotional & Behavioural Difficulties 24(1): 50–69	- Study design - case study
Mullins, Emmett R and Irvin, Judith L (2000) Transition into middle school. Middle School Journal 31(3): 57–60	- Not a systematic review
Multisite Violence Prevention, Project (2012) Mediators of effects of a selective family-focused violence prevention approach for middle school students. Prevention science : the official journal of the Society for Prevention Research 13(1): 1–14 [PMC free article: PMC3726060] [PubMed: 21932067]	- To consider for other review questions
Munsell, Elizabeth GS and Schwartz, Ariel E (2021) Youth Experiences of the IDEA-Mandated Transition Planning Process: a Metasynthesis of Youth Voices. Review Journal of Autism and Developmental Disorders: 1–14	- Qualitative study conducted outside of the UK
Murray, Christopher and Malmgren, Kimber (2005) Implementing a Teacher-Student Relationship Program in a High-Poverty Urban School: Effects on Social, Emotional, and Academic Adjustment and Lessons Learned. Journal of School Psychology 43(2): 137–152	- To consider for other review questions
Neal, Sinead and Frederickson, Norah (2016) ASD Transition to Mainstream Secondary: A Positive Experience?. Educational Psychology in Practice 32(4): 355–373	- Non-intervention study
Nielsen, L., Shaw, T., Meilstrup, C. et al. (2017) School transition and mental health among adolescents: A comparative study of school systems in Denmark and Australia. International Journal of Educational Research 83: 65–74	- Study design - no control group
Nowland, Rebecca and Qualter, Pamela (2019) Influence of social anxiety and emotional self-efficacy on pre-transition concerns, social threat sensitivity, and social adaptation to secondary school. The British journal of educational psychology [PubMed: 30891736]	- Study design - no control group
Nuske, H.J., McGhee Hassrick, E., Bronstein, B. et al. (2019) Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success. Autism 23(2): 306–325 [PubMed: 29458258]	- Study design - SR
Nuske, Heather Joy, McGhee Hassrick, Elizabeth, Bronstein, Briana et al. (2019) Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success. Autism : the international journal of research and practice 23(2): 306–325 [PubMed: 29458258]	- Duplicate article
Obsuth, Ingrid, Sutherland, Alex, Cope, Aiden et al. (2017) London Education and Inclusion Project (LEIP): Results from a cluster-randomized controlled trial of an intervention to reduce school exclusion and antisocial behavior. Journal of Youth and Adolescence 46(3): 538–557 [PMC free article: PMC5306147] [PubMed: 27007714]	- To consider for other review questions
Ogden, T.; Sorlie, M.-A.; Hagen, K.A. (2007) Building strength through enhancing social competence in immigrant students in primary school. A pilot study. Emotional and Behavioural Difficulties 12(2): 105–117	- Control - not usual practice
Oriol, Xavier, Torres, Javier, Miranda, Rafael et al. (2017) Comparing family, friends and satisfaction with school experience as predictors of SWB in children who have and have not made the transition to middle school in different countries. Children and Youth Services Review 80: 149–156	- Qualitative study conducted outside of the UK
Pallisera, Maria; Vila, Montserrat; Fullana, Judit (2014) Transition to adulthood for young people with intellectual disability: Exploring transition partnerships from the point of view of professionals in school and postschool services. Journal of Intellectual and Developmental Disability 39(4): 333–341	- Qualitative study conducted outside of the UK
Pastore, F. (2019) Why so slow? The school-to-work transition in Italy. Studies in Higher Education 44(8): 1358–1371	- Not a systematic review
Patton, J. R.; Cronin, M. E.; Jairrels, V. (1997) Curricular implications of transition - Life skills instruction as an integral part of transition education. Remedial and Special Education 18(5): 294–306	- Non-intervention study
Pears, Katherine C, Kim, Hyoun K, Healey, Cynthia V et al. (2015) Improving child self-regulation and parenting in families of pre-kindergarten children with developmental disabilities and behavioral difficulties. Prevention science : the official journal of the Society for Prevention Research 16(2): 222–32 [PubMed: 24676874]	- Early years - Setting - not school-based
Pellegrini, Anthony D and Long, Jeffrey D (2002) A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school. British journal of developmental psychology 20(2): 259–280	- Non-intervention study
Perkins, Peggy G and Gelfer, Jeffrey I (1995) Elementary to middle school: Planning for transition. The Clearing House 68(3): 171–173	- Non-intervention study
Perry, B. and Dockett, S. (2011) ‘How ‘bout we have a celebration!’ Advice from children on starting school. European Early Childhood Education Research Journal 19(3): 373–386	- Qualitative study conducted outside of the UK
Peters, Rachel and Brooks, Rob (2016) Parental Perspectives on the Transition to Secondary School for Students with Asperger Syndrome and High-Functioning Autism: A Pilot Survey Study. British Journal of Special Education 43(1): 75–91	- Non-intervention study
Peterson, Mary A; Hamilton, Elizabeth B; Russell, Aaron D (2009) Starting well: Facilitating the middle school transition. Journal of Applied School Psychology 25(3): 286–304	- No usable data
Pierce, Doris, Sakemiller, Lisa, Spence, Amy et al. (2020) Effectiveness of Transition Readiness Interventions by School-Based Occupational Therapy Personnel. OTJR: Occupation, Participation and Health 40(1): 27–35 [PubMed: 31161858]	- Study design - no control group
Pietsch, Marcus and Stubbe, Tobias C (2007) Inequality in the transition from primary to secondary school: School choices and educational disparities in Germany. European Educational Research Journal 6(4): 424–445	- Non-intervention study
Pilz, M.; Schmidt-Altmann, K.; Eswein, M. (2015) Problematic transitions from school to employment: freeters and NEETs in Japan and Germany. Compare-a Journal of Comparative and International Education 45(1): 70–93	- Non-intervention study
Powers, Kristin; Geenen, Sarah; Powers, Laurie E. (2009) Similarities and Differences in the Transition Expectations of Youth and Parents. Career Development for Exceptional Individuals 32(3): 132–144	- Qualitative study conducted outside of the UK
PRATT, Simon and GEORGE, Rosalyn (2005) Transferring friendship: girls’ and boys’ friendships in the transition from primary to secondary school. Children and Society 19(1): 16–26	- Non-intervention study
Preyde, M.; Parekh, S.; Heintzman, J. (2018) Youths’ experiences of school re-integration following psychiatric hospitalization. Journal of the Canadian Academy of Child and Adolescent Psychiatry 27(1): 22–32 [PMC free article: PMC5777688] [PubMed: 29375630]	- Setting - not school-based
Prince, Kort C.; Ho, Edward A.; Hansen, Sharon B. (2010) Effects of a School Based Program to Improve Adaptive School Behavior and Social Competencies among Elementary School Youth: The Living Skills Program. Journal of Research in Character Education 8(2): 39–59	- Intervention - not transitions
Pyne, J Borman, GD Replicating a Scalable Intervention That Helps Students Reappraise Academic and Social Adversity During the Transition to Middle School. JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS	- Control - not usual practice
Quach, Jon L, Deery, Ben, Kern, Margaret et al. (2020) Can a teacher-led mindfulness intervention for new school entrants improve child outcomes? Protocol for a school cluster randomised controlled trial. BMJ open 10(5): e036523 [PMC free article: PMC7223282] [PubMed: 32393614]	- study protocol
Quach, Jon, Hiscock, Harriet, Ukoumunne, Obioha Chukwunyere et al. (2011) A brief sleep intervention improves outcomes in the school entry year: a randomized controlled trial. Pediatrics 128(4): 692–701 [PubMed: 21890825]	- Setting - not school-based
Raible, Claire A, Dick, Rebecca, Gilkerson, Fern et al. (2017) School Nurse-Delivered Adolescent Relationship Abuse Prevention. The Journal of school health 87(7): 524–530 [PubMed: 28580675]	- To consider for other review questions
Rice, Frances; Frederickson, Norah; Seymour, Joanna (2011) Assessing Pupil Concerns about Transition to Secondary School. British Journal of Educational Psychology 81(2): 244–263 [PubMed: 21542817]	- Non-intervention study
Richter, Mechthild; Popa-Roch, Maria; Clement, Celine (2019) Successful transition from primary to secondary school for students with autism spectrum disorder: A systematic literature review. Journal of Research in Childhood Education 33(3): 382–398	- Study design - SR
Rodriguez, C. D.; Cumming, T. M.; Strnadova, I. (2017) Current practices in schooling transitions of students with developmental disabilities. International Journal of Educational Research 83: 1–19	- Qualitative study conducted outside of the UK
Rogers, S. (2018) “She thinks her toys don’t understand Romanian’: family engagement with children’s learning during the transition to school. European Early Childhood Education Research Journal 26(2): 177–186	- Qualitative study conducted outside of the UK
Rosner, Taryn, Grasso, Anna, Scott-Cole, Louise et al. (2020) Scoping Review of School-to-Work Transition for Youth With Intellectual Disabilities: A Practice Gap. The American journal of occupational therapy : official publication of the American Occupational Therapy Association 74(2): 7402205020p1–7402205020p23 [PubMed: 32204780]	- Study design - SR
ROSS Nicola, J and HILL, Malcolm (2006) White children’s perspectives on inter-ethnic relations following the move from primary to secondary school. Social care online: 4p-	- Non-intervention study
Ross, Hamish and Brown, Jane (2013) Teachers? perceptions of pupil active citizenship and the transition from primary to secondary school. Edinburgh: University of Edinburg. Retrieved February 27: 2014	- Non-intervention study Looking at impact of transition
Roth, S. and Faldet, A. C. Being a mother of children with special needs during educational transitions: positioning when ‘fighting against a superpower’. European Journal of Special Needs Education	- Qualitative study conducted outside of the UK
Sanagavarapu, P., Said, M., Katelaris, C. et al. (2016) Transition to school anxiety for mothers of children with food allergy: Implications for educators. Australasian Journal of Early Childhood 41(4): 115–122	- Qualitative study conducted outside of the UK
Sanchez-Medina, J. A.; Macias-Gomez-Stern, B.; Martinez-Lozano, V. (2014) The value positions of school staff and parents in immigrant families and their implications for children’s transitions between home and school in multicultural schools in Andalusia. Learning Culture and Social Interaction 3(3): 217–223	- Qualitative study conducted outside of the UK
Sanders, Michael T., Welsh, Janet A., Bierman, Karen L. et al. (2020) Promoting Resilience: A Preschool Intervention Enhances the Adolescent Adjustment of Children Exposed to Early Adversity. School Psychology 35(5): 285–298 [PMC free article: PMC8447491] [PubMed: 32955273]	- Early years
Schiller, K. S. (1999) Effects of feeder patterns on students’ transition to high school. Sociology of Education 72(4): 216–233	- Non-intervention study
Schischka, J.; Rawlinson, C.; Hamilton, R. (2012) Factors affecting the transition to school for young children with disabilities. Australasian Journal of Early Childhood 37(4): 15–23	- Qualitative study conducted outside of the UK
Schneider, Barbara; Broda, Michael; Judy, Justina (2013) Summer Outreach with Near-Age Peer Mentors: A Randomized Experiment to Improve the Transition to College.: 1–7	- Setting - delivered outside school hours
Seabrooks-Blackmore, Janice and Chiplin-Williams, Gwendolyn J (2020) Adolescent Transition Planning Strategies. Handbook of Adolescent Transition Education for Youth with Disabilities: 71–81	- Study design - not intervention study
Seong, Youjin, Wehmeyer, Michael L., Palmer, Susan B. et al. (2015) Effects of the Self-Directed Individualized Education Program on Self-Determination and Transition of Adolescents with Disabilities. Career Development and Transition for Exceptional Individuals 38(3): 132–141	- Control - not usual practice
Serry, Tanya, Imms, Christine, Froude, Elspeth et al. (2014) Preparatory Teachers’ Perceptions of School Readiness: A Survey of Victorian Teachers. Australian Educational Researcher 41(1): 109–124	- Qualitative study conducted outside of the UK
Shahraki-Sanavi, Fariba, Ansari-Moghaddam, Alireza, Mohammadi, Mahdi et al. (2020) Effectiveness of school-based mental health programs on mental health among adolescents. Journal of education and health promotion 9 [PMC free article: PMC7377131] [PubMed: 32766327]	- Setting - Non-OECD
Shogren, Karrie A., Burke, Kathryn M., Anderson, Mark H. et al. (2018) Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability. Research and Practice for Persons with Severe Disabilities 43(3): 165–180	- Control - not usual practice
Shogren, Karrie A., Plotner, Anthony J., Palmer, Susan B. et al. (2014) Impact of the “Self-Determined Learning Model of Instruction” on Teacher Perceptions of Student Capacity and Opportunity for Self-Determination. Education and Training in Autism and Developmental Disabilities 49(3): 440–448	- Qualitative study conducted outside of the UK
Shogren, Karrie A. and Wittenburg, David (2020) Improving Outcomes of Transition-Age Youth with Disabilities: A Life Course Perspective. Career Development and Transition for Exceptional Individuals 43(1): 18–28	- Study design - not intervention
Shoshani, Anat and Steinmetz, Sarit (2014) Positive psychology at school: A school-based intervention to promote adolescents? mental health and well-being. Journal of Happiness Studies 15(6): 1289–1311	- To consider for other review questions
Sibley, Margaret H, Coxe, Stefany J, Campez, Mileini et al. (2018) High versus Low Intensity Summer Treatment for ADHD Delivered at Secondary School Transitions. Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 47(2): 248–265 [PubMed: 29498550]	- Setting - delivered outside school hours
Sinclair, MF, Christenson, SL, Elevo, DL et al. (1998) Dropout prevention for youth with disabilities: efficacy of a sustained school engagement procedure. Exceptional children 65(1): 7–21	- To consider for other review questions
Sloan, Seaneen, Winter, Karen, Connolly, Paul et al. (2020) The effectiveness of Nurture Groups in improving outcomes for young children with social, emotional and behavioural difficulties in primary schools: An evaluation of Nurture Group provision in Northern Ireland. Children and Youth Services Review 108	- Targeted intervention
Small, Neil; Raghavan, Raghu; Pawson, Nicole (2013) An ecological approach to seeking and utilising the views of young people with intellectual disabilities in transition planning. Journal of intellectual disabilities : JOID 17(4): 283–300 [PubMed: 23940112]	- Non-intervention study
SmithBennett, LaTonya Chenelle (2020) A Case Study Examining the Effective Transition from Elementary to Middle School: Perspectives from School Administrators, Teachers, and School Counselors on Transitioning Students with Autism Spectrum Disorder.	- Study design - case study
Snell-Rood, C., Ruble, L., Kleinert, H. et al. (2020) Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder. Autism 24(5): 1164–1176 [PMC free article: PMC7311242] [PubMed: 31957461]	- Qualitative study conducted outside of the UK
Somers, Cheryl L.; Wang, Dan; Piliawsky, Monte (2016) Effectiveness of a Combined Tutoring and Mentoring Intervention with Ninth-Grade, Urban Black Adolescents. Journal of Applied School Psychology 32(3): 199–213	- Outcomes - not SEW
Spencer-Ernandez, J. and Edwards-Kerr, D. (2018) Transitioning from basic school to grade one: early identification of students at-risk for reading difficulties. Early Child Development and Care 188(9): 1271–1286	- Setting - Non-OECD - Study design - no control group
Stack, Karen; Symonds, Jennifer E.; Kinsella, William (2021) The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review. Research in Autism Spectrum Disorders 84: 101782	- Study design - SR
Stevens, Madeleine (2018) School-based support for children with conduct disorders; A qualitative longitudinal study of high-need families. British Educational Research Journal 44(5): 781–801	- Non-intervention study
Stormshak, Elizabeth A, DeGarmo, David, Garbacz, S Andrew et al. (2020) Using Motivational Interviewing to Improve Parenting Skills and Prevent Problem Behavior During the Transition to Kindergarten. Prevention science : the official journal of the Society for Prevention Research [PMC free article: PMC8318938] [PubMed: 32036553]	- Parent-focused
Stormshak, Elizabeth, DeGarmo, David, Chronister, Krista et al. (2018) The Impact of Family-Centered Prevention on Self-Regulation and Subsequent Long-Term Risk in Emerging Adults. Prevention science : the official journal of the Society for Prevention Research 19(4): 549–558 [PMC free article: PMC5899683] [PubMed: 29101645]	- No usable data
Sulek, R., Trembath, D., Poynter, J. et al. (2019) Social validation of an online tool to support transitions to primary school for children with autism. Research in Autism Spectrum Disorders 66	- Qualitative study conducted outside of the UK
Taylor, Julie Lounds, Hodapp, Robert M, Burke, Meghan M et al. (2017) Training parents of youth with autism spectrum disorder to advocate for adult disability services: Results from a pilot randomized controlled trial. Journal of Autism and Developmental Disorders 47(3): 846–857 [PMC free article: PMC5354969] [PubMed: 28070786]	- Setting - delivered outside school hours
Test, David W, Mazzotti, Valerie L, Mustian, April L et al. (2009) Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals 32(3): 160–181	- Study design - SR
Thayer, Andrew J., Cook, Clayton R., Fiat, Aria E. et al. (2018) Wise Feedback as a Timely Intervention for At-Risk Students Transitioning into High School. School Psychology Review 47(3): 275–290	- Study design - no control group
Thoma, C. A.; Rogan, P.; Baker, S. R. (2001) Student involvement in transition planning: Unheard voices. Education and Training in Mental Retardation and Developmental Disabilities 36(1): 16–29	- Qualitative study conducted outside of the UK
Thurston, Allen, Topping, Keith J., Tolmie, Andrew et al. (2010) Cooperative Learning in Science: Follow-Up from Primary to High School. International Journal of Science Education 32(4): 501–522	- Outcomes - not SEW
Tobbell, Jane and O’Donnell, Victoria L. (2013) The Formation of Interpersonal and Learning Relationships in the Transition from Primary to Secondary School: Students, Teachers and School Context. International Journal of Educational Research 59: 11–23	- Non-intervention study
Topping, Keith (2011) Primary-Secondary Transition: Differences between Teachers’ and Children’s Perceptions. Improving Schools 14(3): 268–285	- Study design - SR
Traina, Ivan; Mannion, Arlene; Leader, Geraldine (2021) Transition Program from School to Employment in Youths with Intellectual Disability: Evaluation of the Irish Pilot Study E-IDEAS. Developmental Neurorehabilitation [PubMed: 34184590]	- Outcomes - not SEW
Trotman, Dave; Tucker, Stanley; Martyn, Madeline (2015) Understanding Problematic Pupil Behaviour: Perceptions of Pupils and Behaviour Coordinators on Secondary School Exclusion in an English City. Educational Research 57(3): 237–253	- Non-intervention study
Tsukerman, G. A. (2003) The transition from primary school to secondary school as a psychological problem. Russian Education and Society 45(5): 31–56	- Non-intervention study
Tuominen-Soini, Heta; Salmela-Aro, Katariina; Niemivirta, Markku (2012) Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and individual differences 22(3): 290–305	- Non-intervention study
VALIOS, Natalie (2010) Centre of the world. Learning Disability Today 10(10): 20–22	- Not primary research - Non-intervention study
van Loon, Amanda WG, Creemers, Hanneke E, Beumer, Wieke Y et al. (2020) Can schools reduce adolescent psychological stress? A multilevel meta-analysis of the effectiveness of school-based intervention programs. Journal of youth and adolescence 49(6): 1127–1145 [PMC free article: PMC7237523] [PubMed: 32034632]	- Study design - SR
Van Ryzin, MJ; Stormshak, EA; Dishion, TJ (2012) Engaging parents in the family check-up in middle school: longitudinal effects on family conflict and problem behavior through the high school transition. Journal of adolescent health 50(6): 627–633 [PMC free article: PMC3360879] [PubMed: 22626491]	- No usable data
Virtanen, T. E., Vasalampi, K., Kiuru, N. et al. The Role of Perceived Social Support as a Contributor to the Successful Transition from Primary to Lower Secondary School. Scandinavian Journal of Educational Research	- Non-intervention study
Virtanen, TE, Vasalampi, Kati, Torppa, Minna et al. (2019) Changes in students’ psychological well-being during transition from primary school to lower secondary school: A person-centered approach. Learning and Individual Differences 69: 138–149	- Non-intervention study
Vuori, Jukka, Koivisto, Petri, Mutanen, Pertti et al. (2008) Towards Working Life: Effects of an intervention on mental health and transition to post-basic education. Journal of Vocational Behavior 72(1): 67–80	- No usable data
Wagner, Mary and Newman, Lynn (2012) Longitudinal transition outcomes of youth with emotional disturbances. Psychiatric Rehabilitation Journal 35(3): 199 [PubMed: 22246118]	- Non-intervention study
Walker, S., Carrington, S., Nicholson, J. et al. (2012) The transition to school of children with developmental disabilities: Views of parents and teachers. Australasian Journal of Early Childhood 37(3): 22–29	- Qualitative study conducted outside of the UK
Wallis, Jeffrey R and Barrett, Paula M (1998) Adolescent adjustment and the transition to high school. Journal of child and family studies 7(1): 43–58	- Non-intervention study
Wang, Ming?Te and Eccles, Jacquelynne S (2012) Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child development 83(3): 877–895 [PubMed: 22506836]	- Non-intervention study
Warren, J. and Harden-Thew, K. (2019) Transitions outside the mainstream: Stories of children and their families. Australasian Journal of Early Childhood 44(1): 63–75	- Qualitative study conducted outside of the UK
Waters, Allison M, Candy, Steven G, Zimmer-Gembeck, Melanie J et al. (2019) A school-based comparison of positive search training to enhance adaptive attention regulation with a cognitive-behavioural intervention for reducing anxiety symptoms in children. Journal of Abnormal Child Psychology 47(11): 1821–1840 [PubMed: 31073880]	- Non-intervention study - To consider for other review questions
Waters, Chelsea L. and Friesen, Amber (2019) Parent Experiences of Raising a Young Child with Multiple Disabilities: The Transition to Preschool. Research and Practice for Persons with Severe Disabilities 44(1): 20–36	- Non-intervention study
Waters, S. K.; Lester, L.; Cross, D. (2014) Transition to secondary school: Expectation versus experience. Australian Journal of Education 58(2): 153–166	- Qualitative study conducted outside of the UK
Waters, Stacey; Lester, Leanne; Cross, Donna (2014) How does support from peers compare with support from adults as students transition to secondary school?. The Journal of adolescent health : official publication of the Society for Adolescent Medicine 54(5): 543–9 [PubMed: 24355626]	- Qualitative study conducted outside of the UK
Watts, Tyler, Ibrahim, Deanna, Khader, Alaa et al. (2020) Exploring the impacts of an early childhood educational intervention on later school selection. Educational Researcher 49(9): 667–677	- Outcomes - not SEW
Webster-Stratton, Carolyn; Jamila Reid, M; Stoolmiller, Mike (2008) Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools. Journal of child psychology and psychiatry, and allied disciplines 49(5): 471–88 [PMC free article: PMC2735210] [PubMed: 18221346]	- To consider for other review questions
Wehmeyer, Michael L., Palmer, Susan B., Williams-Diehm, Kendra et al. (2011) Technology and Self-Determination in Transition Planning: The Impact of Technology Use in Transition Planning on Student Self-Determination. Journal of Special Education Technology 26(1): 13–24	- Outcomes - not SEW
Weiler, Lindsey M and Taussig, Heather N (2019) The Moderating Effect of Risk Exposure on an Efficacious Intervention for Maltreated Children. Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 48(sup1): 194–s201 [PMC free article: PMC6153079] [PubMed: 28318309]	- Setting - not school-based
Werts, M. G., Wolery, M., Venn, M. L. et al. (1996) Effects of transition-based teaching with instructive feedback on skill acquisition by children with and without disabilities. Journal of Educational Research 90(2): 75–86	- Study design - no control group
West, Patrick; Sweeting, Helen; Young, Robert (2010) Transition Matters: Pupils’ Experiences of the Primary-Secondary School Transition in the West of Scotland and Consequences for Well-Being and Attainment. Research Papers in Education 25(1): 21–50	- Non-intervention study
White, G. and Sharp, C. (2007) ‘It is different … because you are getting older and growing up.’ How children make sense of the transition to Year 1. European Early Childhood Education Research Journal 15(1): 87–102	- Non-intervention study
White, Jane (2020) Supporting children?s mental health and wellbeing at transition from primary to secondary school: Evidence review.	- No usable data
WILKIN, Anne and et al (2010) Improving the outcomes for Gypsy, Roma and Traveller pupils: final report: research brief.: 5p	- Non-intervention study
Wilkin, Anne and et al (2010) Improving the outcomes for Gypsy, Roma and Traveller pupils: final report (Research report DFE-RR043).	- Non-intervention study
Williams, Kate Maloney and Corwith, Anne (2021) Beyond Bricks and Mortar: The efficacy of online learning and community-building at College Park Academy during the COVID-19 pandemic. Education and information technologies: 1–22 [PMC free article: PMC8011371] [PubMed: 33814960]	- Qualitative study conducted outside of the UK
Williford, A; Boulton, AJ; Jenson, JM (2014) Transitions between subclasses of bullying and victimization when entering middle school. Aggressive behavior 40(1): 24–41 [PubMed: 24014167]	- Intervention - not transitions
Wollscheid, Sabine and Hammerstrom, Karianne Thune (2012) Effect of Interventions to Ease Transitions for Children and Adolescents with Disabilities. [PubMed: 29320012]	- Not in English language
Wong, Mun (2015) Voices of Children, Parents and Teachers: How Children Cope with Stress during School Transition. Early Child Development and Care 185(4): 660–680	- Qualitative study conducted outside of the UK
York, Consulting (2011) A rapid evidence assessment: investigating the drop in attainment during the transition phase with a particular focus on child poverty. Welsh Assembly Government Social Research	- Study design - not intervention
Yu, Y., McGrew, J.H., Rand, K.L. et al. (2018) Using a model of family adaptation to examine outcomes of caregivers of individuals with autism spectrum disorder transitioning into adulthood. Research in Autism Spectrum Disorders 54: 37–50	- Setting - not school-based
Yun, Mi Ra, Shin, Namin, Kim, Hyeyoung et al. (2020) Effects of school-based meditation courses on self-reflection, academic attention, and subjective well-being in South Korean middle school students. Journal of Pediatric Nursing [PubMed: 32461013]	- No usable data
Zaidman-Zait, Anat, Poon, Brenda T, Curle, Deirdre et al. (2019) The Transition to School Among Deaf/Hard-of-Hearing Children: Teacher and Parent Perspectives. Journal of deaf studies and deaf education 24(4): 396–407 [PubMed: 31381069]	- Qualitative study conducted outside of the UK
Zeedyk, M Suzanne, Gallacher, Joanne, Henderson, Margie et al. (2003) Negotiating the transition from primary to secondary school: Perceptions of pupils, parents and teachers. School Psychology International 24(1): 67–79	- Non-intervention study

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Humphrey, N., et al. (2018). The PATHS curriculum for promoting social and emotional well-being among children aged 7-9 years: a cluster RCT. Public Health Research 6(10). [PubMed: 30160870]	NA
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Evidence reviews for interventions to support children and young people during periods of transition

1. Effectiveness of transition support interventions

1.1. Review question

1.1.1. Introduction

1.1.2. Summary of the protocol

1.1.3. Methods and process

Outcome measures

Cluster randomised controlled trials

1.1.4. Effectiveness evidence

1.1.4.1. Included studies

1.1.4.2. Excluded studies

1.1.5. Summary of studies included in the effectiveness evidence

1.1.6. Summary of the effectiveness evidence

1.1.7. Economic evidence

1.1.8. Economic model

Study

1.1.9. Evidence statements

School transitions

Social and emotional skills

Behavioural outcomes

Academic attainment and progression

Support for immigrants and refugees

Social and emotional skills

Behavioural outcomes

Economic evidence statements

2. Acceptability of transition support interventions

2.1. Review question

2.1.1. Introduction

2.1.2. Summary of the protocol

2.1.3. Methods and process

2.1.4. Qualitative evidence

2.1.4.1. Included studies

2.1.4.2. Excluded studies

2.1.5. Summary of studies included in the qualitative evidence

Support for school transitions

Interventions to support children and young people from immigrant and refugee families

Interventions to support ‘Managed Moves’

2.1.6. Summary of the qualitative evidence

3. Barriers and facilitators to transition support interventions

3.1. Review question

3.1.1. Introduction

3.1.2. Summary of the protocol

3.1.3. Methods and process

3.1.4. Qualitative evidence

3.1.4.1. Included studies

3.1.4.2. Excluded studies

3.1.5. Summary of studies included in the qualitative evidence

Support for school transitions

Interventions to support ‘Managed Moves’

3.1.6. Summary of the qualitative evidence

4. Integration and discussion of the evidence

4.1. Mixed methods integration

4.1.1. Are the results/findings from individual syntheses supportive or contradictory?

4.1.2. Does the qualitative evidence explain why the intervention is/is not effective?

4.1.3. Does the qualitative evidence explain differences in the direction and size of effect across the included quantitative studies?

4.1.4. Which aspects of the quantitative evidence were/were not explored in the qualitative studies and which aspects of the qualitative evidence were/were not tested in the quantitative studies?

4.2. The committee’s discussion and interpretation of the evidence

4.2.1. The outcomes that matter most

4.2.2. The quality of the evidence

School transitions

Quantitative evidence

Qualitative evidence

Life transitions

Quantitative evidence

Qualitative evidence

4.2.3. Benefits and harms

School transitions

Significant life changes

4.2.4. Cost effectiveness and resource use

4.2.5. Other factors the committee took into account

4.2.6. Recommendations supported by this evidence review

5. References – included studies

5.1. Effectiveness and qualitative

5.2. Economic

Appendices

Appendix A. Review protocols

Appendix B. Literature search strategies

Appendix C. Effectiveness and qualitative evidence study selection

Appendix D. Effectiveness and Qualitative evidence

Appendix E. Forest plots