Exploring the Multi-dimensional Transitions from Primary to Secondary School in Wales 

The transition from primary to secondary school is well recorded (Hodgkin et al., 2013; Jindal-Snape and Cantali, 2019; Jindal-Snape et al., 2021; Packer et al., 2020).  However, this is usually framed around challenges associated with academic progress (e.g., Hopwood, Hay et al., 2016), social development (Hodgkin et al., 2013) wellbeing (e.g., Symonds, 2015) and individual learner journeys (e.g., Lawson et al., 2019).  This chapter explores the complexity of transitions drawing upon Jindal-Snape’s (2023) XII pillars of Multiple and Multi-dimensional Transitions framework which seeks to conceptualise the mutual interactions of transitions between individual and significant others leading to an ongoing ripple effect across the ecosystem, highlighting the multi-dimensional nature of the theory (Jindal-Snape, 2023).  

Using an interpretative methodology and drawing upon the voices of key stakeholders involved in the transition to secondary school – learners, practitioners, and parents/caregivers were sought and recorded to provide real examples and case studies to support discussion and analysis in the transitions from primary to secondary school (Packer & Hodgkin, forthcoming; Hodgkin & Packer, 2025).  

 Discussion and analysis will be situated within a Welsh context, where the removal of key stages and introduction of Progression Steps as part of the Curriculum for Wales (Welsh Language Data from the Annual Population Survey: 2022 | GOV.WALES, 2023) has been implemented as one means of reducing incidences of transition within the curriculum. Analysis of qualitative data from focus groups recognised the role of ‘significant others’ in supporting learners during transition and acknowledged mixed feelings of excitement and apprehension experienced by learners. We conclude by making recommendations for schools, parents/guardians and learners in navigating this transition.