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Transition: A focus on attachment
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Authors
Date
2025
Educational Level
ISCED Level 0 Early Childhood Education
ISCED Level 1 Primary Education
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: Focussed on transition at the end of the Summer term, this study was conducted in a mainstream primary school setting and aimed to address the needs of a child with insecure and disorganised attachment. The focus on attachment recognises the importance of emotional connections in facilitating smoother transitions for children.
Aims: The primary aim of the research was to explore and understand how planning tailored provisions for a child with attachment needs could enhance their transition experiences. By examining the skills required for successful transitions, the research sought to identify strategies that could be implemented to support the pupil effectively.
Methods: Two action research cycles were conducted. Cycle 1 involved focus groups, solution circles, and literature review to identify gaps in current transition practices. Cycle 2 focused on developing and trialling the "Attachment and Transition Case Study" tool, which outlined key skills for transition and matched them with RAG-rated strategies based on attachment needs. Data was gathered through staff discussions, observations, and ongoing review of the tool's effectiveness. Ethical consent was obtained from participants to present this data anonymously.
Findings: The tool proved effective in identifying and tracking progress in key transition skills such as feeling safe, seeking help, concentrating, and maintaining peer relationships. However, some targets shifted over time, highlighting the need for flexibility. Staff found the visual and structured format helpful, and the child's feedback and behaviour informed ongoing adjustments. Crucially, the research team found that adjustments made for children with SEND, can gradually develop into approaches that create a more inclusive environment for all children in our school.
Implications: The study highlights the potential benefits of integrating attachment theory into transition planning for children with special educational needs and disabilities (SEND). Other educators may learn the importance of understanding a child's emotional needs and individual skills required for transitions, providing a framework that can be adapted to similar contexts. Additionally, the structured action research approach showcases how iterative cycles of planning, execution, and review can lead to effective adaptations in educational practices.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), mainstream primary, attachment needs, transition, social-emotional-mental-health needs