While transition from primary to secondary school is an exhaustively researched area, there is limited research into how the ideas and insights of children, particularly those with Special Educational Needs (SEN), could inform or guide successful school transition planning. The current article presents the final stage of an action research project in which a transition intervention was designed by students in collaboration with their schools and educational psychology services. The intervention, 'My New School', was initially piloted in an inner‐city primary school in England (see Bunn, Davis and Speed 2017) and since has developed into a working tool for several other schools. Children's views, alongside those of school staff, were used to inform the final design of 'My New School' intervention. The article explores findings from analysing the participating children and school staff, alongside relevant literature, and final discussions and implications for practice conclude. [ABSTRACT FROM AUTHOR]

中文翻译：

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我的新学校：为英格兰有特殊教育需要的儿童过渡到高中——实践结果和想法

虽然从小学到中学的过渡是一个详尽的研究领域，但关于儿童，尤其是有特殊教育需求 (SEN) 儿童的想法和见解如何为成功的学校过渡规划提供信息或指导的研究有限。当前文章介绍了一个行动研究项目的最后阶段，在该项目中，学生与学校和教育心理学服务机构合作设计了一项过渡干预措施。“我的新学校”这一干预措施最初在英格兰的一所市中心小学进行试点（参见 Bunn、Davis 和 Speed 2017），此后已发展成为其他几所学校的工作工具。孩子们的意见以及学校工作人员的意见被用来为“我的新学校”干预的最终设计提供信息。本文探讨了对参与的儿童和学校工作人员的分析结果以及相关文献，最后的讨论和对实践的影响得出结论。[作者摘要]