| Summary: | Transition points within education can present as a time of challenge and opportunity for all young people. The transition from School to college arguably features an important step in the transition to adulthood which can be crucial in enabling young people to develop both personal and work related skills which will support them in their chosen futures. There is a disproportionate amount of young people who have identified Special Educational Needs (SEN) represented in the NEET (not in education employment or training) statistics highlighting a vulnerability for this group of learners as they make post-16 transitions. This research project explores the perceptions of three young people who have an Education, Health and Care Plan as they make their transition from mainstream secondary school to Further Education (FE) College. The young people were each interviewed twice about their experiences of planning, preparing and making their transitions, firstly in the summer term during their last year in school and secondly in the autumn having spent a few weeks at college. The interviews were transcribed verbatim and analysed using Interpretative Phenomenological Analysis (IPA). IPA was chosen with the aim of eliciting a rich detailed understanding of the young people’s experiences. The analysis went some way to supporting previous findings that the following may be prominent features of young people’s experiences of post-16 transition, namely: a developing sense of self, the nature of the support they receive in each educational establishment and in preparing for their transition and the role of family and friends. Moreover the young people interviewed expressed a feeling of being prepared for their transition and reflected on what this process was like. This supports the significance of facilitating and encouraging young people to have their say about what is important to them, their hopes and ambitions. In addition, this study revealed a developing sense of self-determination for the participants at this time, which has not been widely explored within previous research conducted in the UK. Recommendations linked to the existing literature in this area are highlighted with reference to possibilities for Educational Psychologists (EPs) supporting professionals to develop good practice. Further implications for EPs, schools and FE Colleges in supporting young people as they embark on post-16 transitions are provided, including recommendations for future research.
|
|---|
