The primary–secondary transition presents both opportunities and challenges for children. For some, it may represent a ‘critical period’ which impacts their future mental health and well-being. This article focuses on identifying the affordances and constraints of a group-work approach to support children with social, emotional and behavioural needs (SEBN) across the transition with a specific focus on the socio-emotional aspects of transition. This evaluative, mixed-methods case study took place in six clusters of primary/secondary schools in Scotland involving 63 pupils who participated within support groups for around twenty 1-hour sessions. It focuses on the accounts of Support group Leaders, drawing from focus group discussions held within each cluster and a Likert-type scale questionnaire. A wide range of facilitators and barriers to implementation and to pupil progress were identified. Facilitators related principally to the quality of relationships and pedagogy which the support group afforded and the quality of support for the project. Barriers related principally to organisational and resource constraints and more general concerns around how behaviour support is perceived. The article argues that supporting the transition for pupils with SEBN is complex and there is no ‘magic bullet’. Building a supportive infrastructure from the outset is key to success.

中文翻译：

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支持有社会、情感和行为需求的学生在小学-中学过渡的社会情感方面：负担和限制

小学到中学的过渡给儿童带来了机遇和挑战。对于某些人来说，这可能代表了一个“关键时期”，会影响他们未来的心理健康和福祉。本文侧重于确定在过渡期间支持有社交、情感和行为需求 (SEBN) 儿童的小组工作方法的可供性和限制，特别关注过渡的社会情感方面。这项评估性的混合方法案例研究在苏格兰的六个小学/中学集群中进行，涉及 63 名学生，他们参加了大约 20 小时的支持小组。它侧重于支持小组领导的帐户，来自每个集群内举行的焦点小组讨论和李克特式量表问卷。确定了实施和学生进步的各种促进因素和障碍。促进者主要与支持小组提供的关系和教学法的质量以及对项目的支持质量有关。障碍主要与组织和资源限制有关，以及对如何感知行为支持的更普遍关注。文章认为，支持 SEBN 学生的过渡是复杂的，没有“灵丹妙药”。从一开始就建立支持性基础设施是成功的关键。障碍主要与组织和资源限制有关，以及对如何感知行为支持的更普遍关注。文章认为，支持 SEBN 学生的过渡是复杂的，没有“灵丹妙药”。从一开始就建立支持性基础设施是成功的关键。障碍主要与组织和资源限制有关，以及对如何感知行为支持的更普遍关注。文章认为，支持 SEBN 学生的过渡是复杂的，没有“灵丹妙药”。从一开始就建立支持性基础设施是成功的关键。