There has been limited discussion of children’s experiences of transition from special to mainstream school during my career and, upon conducting a systematic literature review, I found only eight studies worldwide (1999 to 2019).
Part of our special series of articles on transitions
I wanted to prioritise child voice because only one of the eight studies found during the systematic literature review centred it (Combrink, 2014). With increasing pressure within the SEND system of increased demand for support, funding challenges, and limited capacity within special schools (Merrit, 2024), the likelihood of children transitioning from special to mainstream school is increasing.
My study exploring children’s experiences of the move from special to mainstream school
I wanted to explore:
- What do children know and think about their transition to mainstream school?
- How do children experience inclusion in their mainstream school?
- What are the implications for Educational Psychology practice in relation to
- transition from special to mainstream school?
- gathering the voice of children with SEND?
To explore children’s experiences of transition from special to mainstream school I used the Mosaic Approach (Clark, 2017) – a child friendly participatory method of data construction. This multi-method approach meant the children could share their experiences through semi-structured interviews, child-led tours of their school, photography, drawing, playdoh modelling and craft.
Two children, Shinymudkip (aged 11) and Y (aged 10), both in year 6 shared their experiences with me across two sessions – the young people chose their pseudonymns.
Shinymudkip had transitioned into a primary school, with her transition starting in year 5 and commencing full time in mainstream at the beginning of year 6. Y had transitioned into a middle school during year 5 and commenced full time in mainstream at the beginning of year 6.
Findings: learning opportunities, dialogue and friendships
When reflecting on their experiences of transition, both children shared that they initially had a tour of the mainstream school prior to their first day there. They highlighted that by moving to mainstream school they had deeper learning opportunities by having access to science laboratories and higher level maths teaching. Y aspires to work in a mortuary when he leaves school, so being able to access higher level science will support him in working towards his goal. During the tour of his school, the first place he chose was the science laboratory. Here he was able to name all the body parts in the human body models.
Shinymudkip explained that she had been given the opportunity to deepen her maths knowledge in mainstream, “Because we did like fractions, I think on the first day and I was like, what’s a fraction? What’s a fraction? All I know is my number bonds to 20. I’m really good at fractions now”. This was consistent with previous research which evidenced academic progress and higher expectations in mainstream schools (Combrink, 2014; Croydon et al.,2019; Frederickson et al., 2004; Keane et al., 2012; Kotb, 1999; Martin et al., 2019).
Both children spoke about adults having conversations with them about the transition during the process to ensure they were happy. Shinymudkip shared that she had been asked to increase her days in the mainstream school before she was ready, but the adults listened to her and waited. It was reassuring that her views had not only been captured but acted upon.
Shinymudkip spoke mostly positively about her transition to mainstream. Y did not like the ‘no hugging’ rule in mainstream and the lack of kindness he experienced in mainstream from his teachers. The only negative comments Shinymudkip gave about her experience of mainstream referred to the noise levels of the children and the standard of food served at lunchtime.
Shinymudkip and Y conveyed sadness for missing their friends and teachers from the special school. Both children also reported that they found it difficult to make friends at school.
Implications for EP practice for transition from special to mainstream school
One of the main implications for EPs is knowing that it is possible to transition from special to mainstream school and sharing this knowledge with families and schools.
A scoping review has shown that special schools, in comparison to mainstream schools, have a lack of curricular guidance and EP’s have the potential to offer support with practice and policy, both regionally and nationally (Davies & Soni, 2025).
As both children in this research shared that they benefitted from accessing a higher level of curriculum content in mainstream, there may be a role for EPs in supporting special schools to develop their curriculum offer, listening to pupil voice.
EPs can support changes to EHCPs to ensure, when SEND caseworkers are consulting with mainstream schools, that the EHCP reflects the child’s current strengths, needs, outcomes, and provision. An additional consideration, particularly for autistic children, is difficulties with increased social pressure, adapting to change and anxiety (Nuske et al., 2019), and – as explained by the participants – building and maintaining friendships.
Implications for EPs in relation to gathering the voice of children with SEND
Sharing a one-page profile with Shinymudkip and Y, prior to sessions, enabled them to know a little about me before we met and to make them aware of the purpose of our sessions. This links with Boswell et al. (2021) who found that children liked seeing one-page profiles prior to meeting an EP and they helped to build rapport.
Photographs were used by Y during the research to show parts of the school he was interested in. Photographs can be a useful source of information when trying to capture what the children like and enjoy if they are too young or are unable to use another form of communication.
Systemically, EPs have an important role to play in advocating for children’s voices to be heard and acted upon. EPs can also facilitate adults working with children to enhance their skills of collecting child voice and using it to improve their practice.
To support changes at the policy level, I developed best practice guidelines for special to mainstream school transitions using previous research and the recommendations from my study. The guidelines have been designed to be used by families, EPs, schools, and SEND caseworkers.
To support children’s transition from special to mainstream school, the guidelines offer suggested actions in range of areas: [link to viewable guidance]
- Support for children
- Support for families
- Mainstream classroom adjustments
- Whole school adjustments
- Role of external professionals.
