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Bridging the gap: supporting vulnerable pupils through transition into secondary school with the Year 6 Youth Club
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Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The transition from primary to secondary school poses significant challenges, particularly for vulnerable pupils, including those with Special Educational Needs and Disabilities (SEND), Social, Emotional, and Mental Health (SEMH) issues, and other vulnerabilities. An experienced SENCO in a market town developed a Year 6 Youth Club to support these pupils during this crucial period, especially given the heightened anxiety associated with a local secondary school under media scrutiny.
Aims: The primary purpose of the Year 6 Youth Club was to reduce anxiety, enhance confidence, and develop positive relationships among pupils, staff from the secondary school, and parents. By facilitating interactions in a structured environment, the initiative aimed to prepare vulnerable pupils for the transition to Year 7 more effectively.
Methods: The Youth Club operated weekly for six weeks, offering structured sessions blending confidence-building activities, team games, and mental health workshops, including creative tasks and interactions with secondary school staff. Pupils were selected collaboratively by educators based on vulnerability criteria, and parent involvement was integrated into specific sessions. Pre- and post-intervention questionnaires were utilized to evaluate the program's impact, guided by the Education Endowment Foundation's implementation model.
Findings: Data from questionnaires indicated a marked reduction in anxiety for both pupils and parents, with average worry scores decreasing from 6.7 to 4.7 and 6.9 to 4.9, respectively. Participants reported improvements in confidence, peer relationships, and overall readiness for secondary school. The initiative fostered a supportive peer network among participants, enhancing shared experiences and mutual understanding.
Implications: The successful outcomes suggest that structured, relationship-focused interventions are beneficial in easing school transitions for vulnerable populations. This case highlights the importance of collaborative efforts among educational institutions and the inclusion of parent engagement in transition programs. The model may serve as a replicable framework for similar contexts, emphasizing the need for thoughtful planning and an understanding of the unique challenges faced by vulnerable pupils.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), transition, mental health workshops