As our academic year reaches its end, reflects on the importance of how we think about and manage transition: for others and also for ourselves.
We live in a constant state of transition, but the end of the summer term has a special significance. Some transitions involve moving horizontally from one activity, interaction, or physical space to another, while others are internal and involve a change in our thinking or behaviour. Perhaps what makes the end of the summer term so significant is that it also involves a vertical transition from one class, phase, or school to another (O’Connor, 2018). This vertical transition is a planned process that requires ‘psychosocial and cultural adjustments with cognitive, social and emotional dimensions (Vogler, Gina and Wood, 2008, p. 1). For some, this prospect is an exciting one, but for others, it comes with a sense of impending doom.
Transition offers an opportunity to build resilience and increase independence. However, for those who have experienced accumulated risks throughout their young lives (those with SEND, EAL, looked after children or those who have experienced other adverse childhood experiences) transition can be a time of particular vulnerability (Roberts, 2015). As such, it has long been acknowledged that transition can pose a risk to the wellbeing and progress of learners, impacting engagement, attainment and attitudes to learning (Evans et al, 2010). With the end of term in sight, rising concerns about ‘school readiness’ in early years (Kindred2, 2025) and increasing numbers of children missing in education (Children’s Commissioner, 2024), pedagogic practices around transitions will not only be in progress but subject to reflection and review.
Transition as a process rather than an event
Transition strategies should be implemented before, during and after a change in year group or setting takes place (Roberts, 2015). Regardless of the educational stage at which transitions take place, transitions are and always should be thought of as ‘a process rather than an event’ (Early Years Coalition, 2021, p.16). As Lee and Veale (2025) explain, this process involves educators, parents, and students working together to ensure not only that students are ready for the next phase of their academic journey, but that schools are ready to meet them where they are. This can be particularly challenging at the end of the academic year when the emotions of staff, students, and potentially parents too, are running high.
Leading conversations
International research highlights that it is the fear of the unknown that impacts how many children feel about the transition from one year group or school to another (Visser et al, 2023, Stiehl et al, 2023). Visits to new schools and from teachers in the new school can help build confidence and familiarity, however, changes in timetables and staffing can be unsettling even when they occur around what seem to teachers to be ‘exciting’ events like school shows and ‘moving up days’ (Veale, 2026). While discussions about pedagogy often focus on what happens in our classrooms, we must remember that it is not only children who may be unsettled by transitions in the school year, parents can face anxiety too.
Tobin et al (2022, p. 277) highlight the importance of creating a ‘strong bridge’ between schools and families in order to support transition within or between settings. When parents have had negative experiences of school as a child, or where they are supporting their child with a transition they may not have made themselves, this ‘bridge’ may require reinforcement, and conversations around transition may need to be scaffolded. In these circumstances, our role as educators may be to empower students to lead these conversation where parents are unable to do so by raising areas for consideration and modelling how to open discussions (Jindal-Snape, 2016). As Campbell et al (2022) note, this type of scaffolding is particularly important for students transitioning to further or higher education where they will lead their own learning with increasing independence as it helps them to recognise their agency in opening discussions about their needs or concerns.
Leading by example
Although everyone is on their own journey, educators can lead by example in building a positive view of transition. As exhausted educators, we must be mindful of phrases like ‘you won’t get away with that in your new school’, or ‘I won’t be around to do this for you next year’, or even ‘I am so ready for the holidays!’ In the countdown to the end of the school year, phrases like this can create a negative image of transition, a fear of change and a sense of each day as a drag. While there will always be mixed emotions as the summer term draws to a close, we need to remember that, before we can regulate others, we need to regulate ourselves. Managing our own emotions, expectations and being mindful in conversations about transition should be a pedagogic priority now the end of term is nigh.
Early years and primary education at St Mary's
Dr. Viki Veale is a senior lecturer in Early Years and Primary Education at where she is also co-lead of the Pedagogy, Practice and Policy research group in the . She is chair of where she promotes the development of the Early Years workforce and supports research activity through conferencing and co-ordination of reflection papers. She is also one of the coordinators of the , which provides responsive, relevant professional development for Reception Class teachers.
St Mary's has been training teachers for 175 years, and our provision is rated 'Outstanding' by Ofsted. We offer PGCE courses at both and level, while our is among the most comprehensive undergraduate routes in the UK.
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Visser, T., Ringot, A., Arends, L. Luijk, M. and Severiens, S. (2023) ‘What do students need to support their transition to secondary school?’, Educational Research, 65(3), pp. 320–336.
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