Primary–secondary school transition encompasses multiple social, academic and environmental changes which can negatively impact children’s emotional well‐being. Children with Social, Emotional and Mental Health difficulties (SEMH) are believed to be especially vulnerable during this time. However, the voices of children with SEMH are heavily underrepresented in this field within practice and research. The present case study examined how children with SEMH difficulties within one special school experience primary–secondary school transition and how they are supported, in order to make recommendations to improve this period. The case study was qualitative and longitudinal, conducted over 18‐months and methodologies included ethnographic observations, child photo‐elicitation focus groups (with 11 Year 6 children) and three adult interviews. Findings demonstrated that over primary–secondary school transition children with SEMH difficulties (a) negotiate significant structural changes in support (often unanticipated) and (b) need to feel a sense of safety and belonging. To manage this effectively, transition provision for children with SEMH difficulties needs to consider their short‐term emotional well‐being whilst still in primary school, in addition to their long‐term well‐being looking ahead to secondary school. Greater collaboration and communication across schools and stakeholders can help ensure children receive continuity in standards and support.

中文翻译：

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在小学到中学过渡期间，就读特殊学校的孩子会面对哪些以情感为中心的挑战？

从小学到中学的过渡包括社会，学术和环境的多种变化，这些变化可能对儿童的情感健康产生负面影响。社会，情感和心理健康困难（SEMH）的儿童在这段时间特别容易受到伤害。但是，在实践和研究中，SEMH儿童的声音在该领域中被严重忽视。本案例研究研究了在一所特殊学校内SEMH困难儿童如何经历小学到中学的过渡以及如何获得他们的支持，以提出改善这一时期的建议。案例研究是定性的和纵向的，进行了18个月，方法包括民族志观察，儿童照片激发焦点小组（有11名6岁儿童）和三个成人访谈。安全和归属感。为了有效地解决这一问题，为SEMH困难儿童提供过渡服务时，除了他们希望长期升入中学学习的长期健康外，还需要考虑他们还在小学时的短期情绪健康。在学校和利益相关者之间加强合作与沟通可以帮助确保儿童获得标准和支持的连续性。