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Impact of COVID-19 Pandemic on Secondary School Teaching Staff and Primary to Secondary Transitions

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Title: Impact of COVID-19 Pandemic on Secondary School Teaching Staff and Primary to Secondary Transitions
Language: English
Authors: Edge, David (ORCID 0000-0001-5625-2061), Redwood, Sabi (ORCID 0000-0002-2159-1482), Jindal-Snape, Divya (ORCID 0000-0003-3851-3381), Crawley, Esther (ORCID 0000-0002-2521-0747)
Source: Psychology in the Schools. 2024 61(1):17-28.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, School Closing, COVID-19, Pandemics, Student Adjustment, Secondary Schools, Educational Technology, Inclusion, Parent School Relationship, Faculty Development, Well Being, Anxiety, Student Needs, Emotional Intelligence, Secondary School Teachers, Secondary School Students
Geographic Terms: United Kingdom
DOI: 10.1002/pits.23017
ISSN: 0033-3085
1520-6807
Abstract: In common with many countries, UK schools closed for most pupils for periods between March 2020 and March 2021 because of the COVID-19 pandemic, with significant implications for school education and the primary to secondary school transition. The transition to secondary school occurs at a crucial time of child development, with evidence suggesting transition may have a range of impacts on pupil wellbeing and academic performance. We wanted to understand how the pandemic had affected secondary teaching staff and their pupils during the move to secondary school. The study involved semistructured interviews with transition leaders from 12 secondary schools with subsequent thematic analysis. The findings of the study include; potential benefits from the digitalization of teaching practice; improving both pupil inclusion and staff efficiency, an enhanced interface with new parents resulting from virtual tours and open evenings, implications for the scope of existing teacher training with regard to virtual learning and concerns over pupil wellbeing, with increased levels of anxiety and a lack of emotional intelligence resulting from lockdowns. The study concludes that whilst the overall impact of the pandemic was probably detrimental to pupils' education and transitions practice, some potentially significant educational opportunities have arisen.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1403750
Database: ERIC
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  Value: <anid>AN0174180885;pis01jan.24;2023Dec14.04:59;v2.2.500</anid> <title id="AN0174180885-1">Impact of COVID‐19 pandemic on secondary school teaching staff and primary to secondary transitions </title> <p>In common with many countries, UK schools closed for most pupils for periods between March 2020 and March 2021 because of the Covid‐19 pandemic, with significant implications for school education and the primary to secondary school transition. The transition to secondary school occurs at a crucial time of child development, with evidence suggesting transition may have a range of impacts on pupil wellbeing and academic performance. We wanted to understand how the pandemic had affected secondary teaching staff and their pupils during the move to secondary school. The study involved semistructured interviews with transition leaders from 12 secondary schools with subsequent thematic analysis. The findings of the study include; potential benefits from the digitalization of teaching practice; improving both pupil inclusion and staff efficiency, an enhanced interface with new parents resulting from virtual tours and open evenings, implications for the scope of existing teacher training with regard to virtual learning and concerns over pupil wellbeing, with increased levels of anxiety and a lack of emotional intelligence resulting from lockdowns. The study concludes that whilst the overall impact of the pandemic was probably detrimental to pupils' education and transitions practice, some potentially significant educational opportunities have arisen.</p> <p>Practitioners points: 1.The Covid‐19 pandemic forced significant changes to the degree of digitalization within schools and the delivery of education. Some of these changes may be permanent, which has significant implications for the skills presently gained during teacher training.2.The use of digital platforms to deliver education was seen by participants to have a range of potential benefits including the ability to deliver education more inclusively to students not previously truly engaged with the school such as persistent absentees or indeed those absent through illness. They also provide an enhanced ability to support pupils who were struggling with schoolwork by them being able to revisit lessons in their own time and at their own pace.3.Participants reported increased levels of anxiety amongst pupils and some participants observed that the year 7 s entering school in 2020 demonstrated: immaturity, a lack of socialization and an inability to manage their emotions when involved in a dispute. This may result in longer term wellbeing issues.</p> <p>Keywords: Covid; school; secondary; transition</p> <hd id="AN0174180885-2">INTRODUCTION</hd> <p>The Covid‐19 pandemic impacted on UK schools in March 2020; they were obliged to close physically for most pupils in line with government mitigation measures. Schools closed between March and June 2020 referred to as "lockdown one," and between December 2020 and March 2021 referred to as "lockdown two," although there were national variations across the four UK nations. The immediate impact upon pupils was; a loss of education, interactions with peers were limited to online platforms, an increase in anxiety and other mental health problems, and a loss of school‐linked services such as health care (Cowie & Myers, [<reflink idref="bib3" id="ref1">3</reflink>]). In addition, for pupils in their final primary school year during March 2020, their transition to secondary school was disrupted with the loss of: closure at primary school and physical familiarity with secondary school before starting.</p> <p>Pupils in most countries transition from primary to secondary education, although the pupil age at transition may vary slightly as may the terminology. Typically the key features of school transition are a move from primary school, where they are the oldest pupils taught by one teacher in smaller classes to secondary school where they are the youngest pupil with multiple classrooms and teachers (Lester & Cross, [<reflink idref="bib8" id="ref2">8</reflink>]). Transition to secondary school occurs either just before or during adolescence. This is a period of change involving educational, biological, physiological and social development leading to multiple concurrent transitions (Jindal‐Snape et al., [<reflink idref="bib5" id="ref3">5</reflink>]; Viner, [<reflink idref="bib20" id="ref4">20</reflink>]). During the period of adolescence, defined as 10−19 years of age, five of the top 10 risk factors for adult disease identified in the WHO Global Burden of Disease Study (tobacco, physical activity, overweight, unsafe sex and alcohol), are initiated or shaped and 75% of mental health disorders have their onset (Viner, [<reflink idref="bib20" id="ref5">20</reflink>]). Hence the period of time around school transition is important for pupils and their wellbeing.</p> <p>Whilst the transition to secondary school is a positive experience for most pupils, for some, transition may lead to academic disengagement and school disconnection (Lester & Cross, [<reflink idref="bib8" id="ref6">8</reflink>]). Although the causal effect is not known, poor school transition was found to predict higher levels of depression and lower educational attainment at age 15 (West et al., [<reflink idref="bib22" id="ref7">22</reflink>]). The adaptation to secondary school influences psychological adjustment and academic attainment beyond school years (Rice et al., [<reflink idref="bib16" id="ref8">16</reflink>]). There are potentially deleterious transition effects upon academic performance and mixed outcomes with regard to pupil wellbeing (Jindal‐Snape et al., [<reflink idref="bib5" id="ref9">5</reflink>]).</p> <p>The aim of this study was to understand the perspectives of UK secondary school transition leaders, of how the pandemic impacted on school staff and pupils. Specific research objectives included gaining their view of the changes in school transition processes and teaching, their effect on pupils, and longer‐term implications.</p> <hd id="AN0174180885-3">METHODOLOGY</hd> <p></p> <hd id="AN0174180885-4">Identification and recruitment of schools</hd> <p>To achieve the objectives, secondary school staff with a responsibility for leading the transition process in Wales and England, were interviewed. School transition leaders were chosen as they are members of staff who have a specific remit to oversee the process of pupils transferring from primary to secondary schools. These individuals, typically teachers, will undertake the liaison between the secondary schools and the primary feeders, respond to parents' enquiries and have responsibility for the processes used by schools to support pupils through transition. This role provides them with a unique and intimate perspective on transition. This same description of the role applies to both England and Wales. To obtain a balanced sample, a random number generator was used to re‐order the total number of Welsh (c.200) and English schools (c.3500) secondary schools. All secondary schools based in England and Wales and subject to Estyn or Ofsted inspections were included in the initial data set, with the same inclusion and exclusion criteria being applied to schools in both countries. The reordered lists dictated the order in which schools were approached. In total 96 Welsh schools were emailed during May and June 2021 and 160 English schools during May and July. The approach was made by email to the head teacher using their publicly available contact information. The email outlined the purpose of the research study and the commitment sought. Of the 256 Head Teachers contacted, 14 expressions of interest were received. This response level of 5.5% to an emailed invitation is in‐line with other studies using emails to reach a target population of professionals. (Moraes et al., [<reflink idref="bib11" id="ref10">11</reflink>]; Murphy et al., [<reflink idref="bib12" id="ref11">12</reflink>]) When the head teacher responded positively, the transition leader was contacted to seek consent for participation. Of the 14 expressions of interest, all received Participant Information Sheets and Informed Consent Forms (ICF) and 12 individuals representing 12 schools subsequently participated in the study, ultimately a 86% response rate. Following the return of the signed ICF, an interview was arranged.</p> <hd id="AN0174180885-5">Sample and data collection</hd> <p>A total of 12 transitions leaders, seven from Welsh and five from English schools, agreed to participate and semi‐structured interviews were undertaken. The focus on Welsh and English schools was to enable comparisons to be drawn between the Welsh and English school transition policies. The Welsh Government requires secondary schools to publish a school transition policy, whereas the UK Government does not. The choice of semi‐structured interviews enabled us to focus participants on areas of interest whilst providing them with the freedom to explore additional areas. The interviews were carried out remotely using telephone or videoconferencing during June and July 2021, recorded using an encrypted recorder and transcribed by the first author. Transcripts were anonymised and assigned numerical codes. The interviews lasted between 35 and 55 min, with total interview time c.550 min and c.100,000 words of transcripts.</p> <hd id="AN0174180885-6">Data analysis</hd> <p>We were interested in the participants' experiences of the impact which the Covid 19 pandemic had and chose to use reflexive thematic analysis. The analysis was based on the thematic analysis method, developed and refined by Clarke and Braun (Thematic Analysis; a practical guide, [<reflink idref="bib2" id="ref12">2</reflink>]). This involved six stages: familiarization with the data set; data coding; initial theme generation; theme development and review; theme refining, defining and naming; and writing up. The coding was conducted by one researcher and discussed with the other members of the research team. So rather than seeking consensus on coding, the themes were developed collaboratively and in dialogue (Clarke & Braun, [<reflink idref="bib2" id="ref13">2</reflink>]).</p> <hd id="AN0174180885-7">RESULTS</hd> <p></p> <hd id="AN0174180885-8">Information about participating schools</hd> <p>All participating schools were subject to inspection by Estyn or Ofsted, which are responsible for inspecting schools in Wales and England respectively. Other characteristics of the schools;</p> <p></p> <ulist> <item> 10 comprehensive, 1 partially selective and 1 fully selective</item> <p></p> <item> 11 mixed gender, 1 single gender.</item> </ulist> <p>The schools recruited had a range of free school meals (FSM) which was close to the national averages, suggesting a similar range of economic deprivation. This was true for Wales (study average 19.5%, national average 18.7%) and England (study average 21.7%, national average 23.7%). Our participating schools had a range of pupil numbers and the percentage of FSM ranged from 5% to 49% in Wales and 4% to 45% in England. The percentage eligibility of FSM is accepted as a useful average measure of deprivation (Skills, [<reflink idref="bib18" id="ref14">18</reflink>]; UK‐Government, [<reflink idref="bib19" id="ref15">19</reflink>]; Welsh‐Government, [<reflink idref="bib21" id="ref16">21</reflink>]) (Table 1).</p> <p>1 Table Number of participating schools with % of pupils eligible for FSM.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th align="left">2021 national averages</th><th align="left">Number of participating schools in each FSM decile category</th><th align="left">Average FSM</th><th align="left">Number schools</th></tr></thead><tbody valign="top"><tr><td /><td align="left">% FSM</td><td align="left">0−10%</td><td align="left">11−20%</td><td align="left">21−30%</td><td align="left">31−40%</td><td align="left">41−50%</td><td /><td /></tr><tr><td>Wales</td><td>18.7</td><td>3</td><td>1</td><td>1</td><td>1</td><td>1</td><td>19.5</td><td>7</td></tr><tr><td>England</td><td>23.7</td><td>2</td><td>0</td><td>1</td><td>1</td><td>1</td><td>21.7</td><td>5</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note</emph>: Welsh FSM statistics are a 3‐year average and English are a 6‐year average (Welsh‐Government, [<reflink idref="bib21" id="ref17">21</reflink>]; UK‐Government, [<reflink idref="bib19" id="ref18">19</reflink>]).</p> <hd id="AN0174180885-9">Perspectives of transition leaders</hd> <p>The thematic analysis of the data identified the following three themes and sub‐themes:</p> <p></p> <ulist> <item> Impact on teaching processes: changes to teaching practice, separation of year groups, enrichment, inclusion and cover for staff absences using virtual platforms</item> <p></p> <item> Impact on transition processes: collection of pupil data, school tours, open evenings, transition information dissemination</item> <p></p> <item> Impact on pupils: wellbeing and behavior</item> </ulist> <hd id="AN0174180885-10">Impact on teaching processes</hd> <p></p> <hd id="AN0174180885-11">Changes to teaching practice</hd> <p>During school closures, lessons were delivered remotely to the majority of pupils with exceptions including children of key workers. The initial delivery of lessons during lockdown one was reported by some participants as being work set online or prerecorded lessons accessed by pupils via the school web site, which enabled the teaching staff to work from home. This evolved into the delivery of live streamed lessons, with teaching staff coming into school and delivering live lessons to the pupils who remained at home.</p> <p> <emph>...the guidance changed every minute seemingly in lockdown one. There wasn't a great push initially for live lessons or prerecorded ones, it was all put the work online and let them do it. About halfway through, the conversation changed I think, as we all saw how long it was going on for, so we adopted live lessons through Google. They worked really well, really well you know</emph>. (Transition Lead, School J, Wales, FSM 31−40%)</p> <p>All participants noted that staff had to rapidly improve their knowledge of digital communications, which they achieved through team work, discussion groups, and trial and error. Participants made references to maintaining journals on what worked and sharing the experiences online. Participants did not refer to guidance from any governmental source with regard to developing and delivering online training materials.</p> <p> <emph>... initially it was like, Oh my God am I doing this right?...How do I share this worksheet?... but everyone was like now I've worked out how to do this it's easy if you do it this way, then that way... we were having meetings as a school... we have staff briefings every week... and it really did work, it was really, really good</emph>. (Transition Lead, School K, England, FSM 31‐40%)</p> <hd id="AN0174180885-12">Separation of year groups</hd> <p>When pupils returned to secondary school in September 2020, the Covid 19 pandemic significantly changed school processes for Year 7 (first year of secondary school in England and Wales). The need for social distancing resulted in year groups forming bubbles with minimal contact with other year groups. Some participants reported that the separation of Year 7 s from other older pupils was beneficial because they did not have to worry about meeting older year groups at break times or in the corridors, as some found meeting with the older, "larger" pupils quite intimidating.</p> <p> <emph>...one of the long‐term impacts of Covid‐19 will be the way it alters the school day for people. Talking to other secondary colleagues, they have found very similar things, the division of year groups and the division of cross year peer groups has been a hugely beneficial thing in terms of pupil wellbeing, because you know Year 7... just got to be with Year 7</emph>. (Transition Lead, School C, Wales, FSM 41−50%)</p> <p>Several participants stated that they intended to retain some element of separation which may be throughout the entire school day or limited to arrival/departure and break times. One school placed all the Year 7 forms into one department and found that this was easier to manage and resulted in improved pastoral care. On the other hand, there was concern that separating the Year 7 pupils resulted in the pupils missing out on social interactions and access to resources.</p> <p> <emph>The library... previously we were having big groups of children using at break, lunch, now we can only have one year group in there at a time... Attendance at extra curricula has gone down. I find it really sad that students can't sit down and eat in the canteen together</emph>. (Transition Lead, School E, Wales, FSM 21−30%)</p> <p>Further, participants noted that timetabling became more complex due to the different break times which resulted in extra demands being placed upon staff.</p> <hd id="AN0174180885-13">Enrichment</hd> <p>The need to maintain bubbles, also impacted upon the schools' ability to provide extra curricula activities/enrichment. Some schools established year specific enrichment activities which typically occurred outside the normal school day. One school brought the activities into the usual school day. For 1 week, the school dispensed with usual lessons and allowed the pupils to choose enrichment activities from a broad range available. The pupils were responsible for booking the activities and hence planning their own days. The response from pupils and parents was overwhelmingly supportive with one experienced teacher noting that it was the most enjoyable teaching activity of her career.</p> <p> <emph>Children did not attend lessons for a whole week and ...they managed their own timetable... They signed up for tie dye which took three hours, then a nature walk that took an hour, and they had to fill their own time ...it nearly killed me ...to organize it, but it was probably out of my 21‐year career the most rewarding week. To see the children and the way in which they came alive during that week. The school had a buzz about it, and our parents ...we've never had so many parental positive emails about one event</emph>. (Transition Lead, School H, Wales, FSM 0−10%)</p> <hd id="AN0174180885-14">Inclusion</hd> <p>Most participants were positive about the benefits of using virtual platforms alongside face‐to‐face teaching, reflecting the greater flexibility of such teaching. Participants referred to the ability of such platforms to reach absent pupils, be they persistent absentees or absent through illness, thus delivering more inclusive education. Participants noted that the number of absentees had increased due to pandemic related anxiety, which some saw as coming predominantly from the parents. Benefits were also perceived in enabling pupils to revisit lessons, allowing them to learn at their own pace, facilitating the management of homework, self‐directed learning and increasing the staff ability to provide pastoral support. The only negative observation made by participants was that pupils could be overloaded in terms of the amount of work, hence the release of materials needed to be managed over time. Most participants stated that the use of virtual platforms for delivering lessons would be retained.</p> <p> <emph>Google classrooms ... will stay there for ad infinitum probably ...we can use it in very different ways...it's likely in September that we'll still have people who are refusing to come to school for a fear of Covid‐19, so we have a remote learning group or classroom where work is set and we have a team of teachers who set that work, mark it and provide feedback, so that these, you would have called them school refusers a while back but I guess Covid‐19 refusers now...</emph> (Transition Lead, School J, Wales, FSM 31‐40%)</p> <p>However, several participants noted that some pupils had difficulty with access to equipment or connectivity. The schools addressed this by the provision of IT equipment to homes, allowing pupils with connectivity issues to come into schools, providing advice to families regarding connectivity, an example being using mobile phones to hotspot.</p> <p> <emph>...they would say</emph> "<emph>oh we haven't got a laptop or we haven't got it all, we haven't got this, that and the other</emph>." <emph>So we were saying 'right, OK, if it was a case of IT you can borrow one of the mobile phones and get the Wi‐Fi off the mobile phone, get the link to the mobile phone and use the data on there'...</emph> (Transition Lead, School K, England, FSM 31−40%)</p> <p>Participants reported that this process resulted in upskilling pupils and parents in digital competence as well as strengthening parent/school relationships. Several participants noted that one impact of Covid‐19 was to reduce the number of digitally excluded families.</p> <p> <emph>When the school first closed, we didn't have... an online system of learning...it was just a massive shock to us, we had hundreds of digitally excluded learners, whereas going into September, now we have got zero digitally excluded learners that's because we have provided them all with a Chrome book</emph>. (Transition Lead, School E, Wales, FSM 21−30%)</p> <hd id="AN0174180885-15">Cover for staff absences using virtual platforms</hd> <p>Live streaming lessons was seen by participants as being a useful resource in covering staff absences as staff could potentially still deliver their lessons using Teams or similar, reducing the need for temporary staff cover, minimizing the disruption to lessons.</p> <p> <emph>... in days of old, if someone had broken their leg, they might have to stay at home and someone would cover their lessons and deliver them. Whereas now if you're well but can't come into school for whatever reason, you can still deliver those live lessons</emph>. (Transition Lead, School L, England, FSM 0−10%)</p> <hd id="AN0174180885-16">Impact on transition processes</hd> <p></p> <hd id="AN0174180885-17">Collection of pupil data</hd> <p>As part of the transition process, Year 6 (final year of primary school) teachers meet the secondary transition leader to discuss individual pupils' pastoral needs and social/interpersonal issues between children. Due to Covid‐19, this changed to virtual meetings and several participants noted that these were more productive, one suggested reason being the extra flexibility that virtual meetings offered.</p> <p> <emph>...face to face meetings, they've moved online now and actually been far more successful as a result, because we had more of them... the flexibility... you're not limited to an hour when you're in school, you've got your half an hour here, half an hour there when you can focus on specific things</emph>. (Transition Lead, School J, Wales, FSM 31−40%)</p> <hd id="AN0174180885-18">School tours</hd> <p>The normal school visits during which parents and pupils visit the secondary school, meet staff and become familiar with the school layout and expectations also ceased. The schools responded by offering this online, for example, school information was placed on the school web site with links to a range of virtual tours and recorded presentations. The participants reported that the virtual tours, frequently narrated by pupils, with information relating to aspects of school activities, all available in one location, were effective in informing parents and prospective pupils about the school. One participant referred to the development as a "really big game changer."</p> <p> <emph>... we filmed around about a 40‐minute video and it's on (our) YouTube channel... each department filmed a little section, so we went viral on that with ... science had done it like brainiac, history had done it like Horrible Histories, so every year we try and go viral</emph>. (Transition lead, School D, England, FSM 41−50%)</p> <hd id="AN0174180885-19">Open evenings</hd> <p>Many secondary schools hosted online open evenings, where staff delivered presentations, and parents and prospective pupils could ask questions. Participants reported that the virtual open evenings were very successful with higher attendance and more questions than they would get from an in‐person event. One participant noted that the virtual open evenings were more accessible for parents, particularly for those with shift work. Another participant noted that they thought that parents felt empowered in asking questions of the school from the anonymity of their homes which avoids public speaking.</p> <p> <emph>The parent feedback who have emailed in said, thanks ever so much a great evening it was fabulous to be able to ask questions and not have to say it but just put it into the comment boxes, and I had someone on the chat box answering the comments as they were coming in</emph>. (Transition Lead, School I, Wales, FSM 0−10%)</p> <p>Participants commented that delivery of a virtual open evening had been a huge undertaking but had obliged the schools to really focus on content. Whilst a few reservations were expressed, in general virtual open evenings were perceived by participants as being successful from a pupil and parent point of view and also a more efficient use of staff time.</p> <p> <emph>I think that I would be quite sad if parents' evening remained virtual but I think a lot of schools will do that because it's far less hassle than having, you know, 250 parents on site, and in a way attendance has been better virtually than it is in person</emph>. (Transition Lead, School E, Wales, FSM 21−30%)</p> <hd id="AN0174180885-20">Transition information dissemination</hd> <p>Several participants noted that the Covid‐19 related restrictions terminating the schools' usual transition processes had forced their school to focus on content, what information the pupils and parents really needed, changing the content from being a continuation of existing activities to being more focussed and relevant, leading to positive feedback from parents.</p> <p> <emph>... it's made me appreciate the importance of transition more, and think more about what the children need from it rather than it being, a task that you have to do. It's much more about, now what do the children and the families need to get from it?</emph> (Transition Lead, School G, England, FSM 11‐20%)</p> <hd id="AN0174180885-21">Impact on pupils</hd> <p></p> <hd id="AN0174180885-22">Wellbeing and behavior</hd> <p>Several participants stated that the Covid‐19 pandemic had impacted detrimentally upon pupils' wellbeing and behavior. One participant observed that they believed pupils' screen time had increased which was a concern resulting in the school increasing their focus on pupil wellbeing. Other participants commented that pupils returning to school were less well behaved than would have been expected. One participant noted that this was because pupils had effectively been "locked away" for a year. Participants also stated that aspects of pupils' emotional intelligence were not as developed as they would have expected, noting that pupils seemed immature and less able to manage their emotions in a dispute.</p> <p> <emph>So they don't seem to have finished their primary education properly, they are very immature, they have poor social skills and they haven't had the opportunity to mix with older students to kind of put them in their place, saying 'why are you doing that?' Very infantile behavior...</emph> (Transition Lead, School F, England, FSM 0‐10%)</p> <hd id="AN0174180885-23">DISCUSSION AND CONCLUSIONS</hd> <p>The aim of this study was to explore the impact the Covid‐19 pandemic had on UK secondary school teaching and primary/secondary school transition. Whilst the findings reflect the resources available in the United Kingdom, a developed country, given that as of July 2020 some 1.7 billion learners located in 200 countries were affected by the pandemic, some findings may be relevant internationally (Pokhrel & Chhetri, [<reflink idref="bib14" id="ref19">14</reflink>]). The study findings include; some benefits from the enforced digitalization of UK teaching practice such as pupil inclusion and staff efficiency, enhanced interface with parents from virtual tours and open evenings, implications for the scope of teacher training, and concerns over pupil wellbeing with increased levels of anxiety, poor behavior and lack of emotional intelligence resulting from social isolation experienced during lockdowns.</p> <p>This study has several limitations, data were collected from a small sample, was limited to England and Wales and only included perspectives of transition leaders. Although the authors' conceptualize transitions as an ongoing process of psychological, social, educational, cultural and spatial adaptation (Jindal‐Snape & Rienties, [<reflink idref="bib4" id="ref20">4</reflink>]), data were collected at one time point only. Additionally, whilst the participants' responses are accurately portrayed within the paper, no attempt was made to gauge whether those responses were themselves materially influenced by the Covid pandemic. However, despite this, the findings make several useful contributions to our understanding of the impact that the pandemic has had in the UK and can inform future UK policy and practice with possible implications for other countries.</p> <p>The Covid‐19 pandemic forced change to the degree of digitalization within schools. That some of these changes will be permanent, reflects the benefits to schools and pupils. Participants made reference to the Covid‐19 pandemic impact as being a cultural turning‐point with stakeholders needing to embrace the enforced change and to retain the acquired digital competencies. This suggests that there is an opportunity to maximize the potential offered by an increase in digital skills throughout the educational sector by further developing digital delivery and ensuring that the expertize is evenly distributed across all schools. However, the virtual delivery brought an associated need for teaching staff, pupils and parents to improve their skills in the use of virtual platforms. Participants commented this was the previous direction of travel in terms of delivery but that the pandemic had forced the pace. This resonates with similar research, which reported that teachers were becoming increasingly skilled in the use of digital platforms as a result of forced modernization of a range of learning technologies. (Leaton Gray et al., [<reflink idref="bib7" id="ref21">7</reflink>]).</p> <p>What became apparent from the participants is that they all sought their own solutions to the need for virtual platforms, typically using Google Classrooms, Teams or Zoom. Few references were made by participants to the support and advice they had received from external sources. Possibly reflecting the ad‐hoc development of delivery, (Nelson, [<reflink idref="bib13" id="ref22">13</reflink>]) reported that only 8% of UK teachers said they were using approaches identified by the Education Endowment Foundation as being effective. Similarly, research in Spain found that the lack of staff training and resources hindered the optimal delivery of remote teaching. This was compounded by a lack of digital skills amongst parents which potentially generated inequalities amongst the pupils. Their findings confirmed that families with more resources were better able to support their children in educational tasks (López‐Noguero et al., [<reflink idref="bib9" id="ref23">9</reflink>]).</p> <p>Digitalization has implications for the skills presently gained during teacher training. Comparison of the newly acquired digital skills of working teachers with teacher training courses may identify training gaps which need addressing. Further, it is important that research is undertaken to look at the present and future development of remote education across the UK with the objective of determining best practice in terms of platform and form of delivery, to ensure that inequalities in education can be addressed.</p> <p>Internationally, many countries had to deliver remote education as a result of pandemic‐related school closures, not all had the infrastructure to support internet connectivity. Radio in Kenya and television in Zambia were also used to deliver remote education in the absence of suitable connectivity (Mabeya, [<reflink idref="bib10" id="ref24">10</reflink>]; Sintema, [<reflink idref="bib17" id="ref25">17</reflink>]). In Indonesia, the recommended virtual platforms for remote education, were platforms developed by Government ministries as opposed to the commercial offerings used within the UK.</p> <p>The bespoke solutions adopted by participants resulting from schools developing their own processes, suggests that a more centralized, governmental solution may be appropriate to ensure that best practice procedures are adopted across the UK. Similarly, a key recommendation from another study is that there should be "a structured national program of training in remote learning, for both pupils and their teachers" (Leaton Gray et al., [<reflink idref="bib7" id="ref26">7</reflink>], p.31). Whilst this recommendation relates to the UK, research in other countries also identified a need for governmental intervention to facilitate the effective delivery of remote education through means appropriate to the country (Mabeya, [<reflink idref="bib10" id="ref27">10</reflink>]; Pokhrel & Chhetri, [<reflink idref="bib14" id="ref28">14</reflink>]; Sintema, [<reflink idref="bib17" id="ref29">17</reflink>]). This centralized guidance, establishing governmental policies, becomes more critical with the likely permanent use of remote education in many countries.</p> <p>Should a best practice model for remote education be adopted within the UK, a framework approach may be most appropriate, clearly delineating the most effective platforms and modes of delivery whilst the detail of the individual school's implementation be left to the school. This would enable the school's unique context to be reflected in the approach adopted. The development of best practice should be based upon a review of the experiences of schools resulting from the impact of the pandemic. Given the global nature of the crisis and the many countries which have developed responses, it would seem likely that there are lessons to be learned from other countries' experiences. Hence identifying how schools can build upon the digital skills acquired to date, offers an opportunity for countries to learn from one another (Bubb & Jones, [<reflink idref="bib1" id="ref30">1</reflink>]).</p> <p>The use of digital platforms to deliver education was seen by participants to have a range of potential benefits, examples being the ability to deliver education more inclusively, to reach students who had not previously truly engaged with the school such as persistent absentees or indeed those absent through illness. They also provide an enhanced ability to support pupils who were struggling with schoolwork by them being able to revisit lessons in their own time and at their own pace. Schools may also be able to offer educational support to children who do not attend school, including home educated children. This may be influenced by the very low marginal cost of providing teaching remotely to one additional pupil. Participants also identified benefits from using virtual platforms when attending meetings due to the significant reduction in time taken. These findings mirror other research which also found that the increased use of digital technologies resulted in a reduced workload for some teachers (Bubb & Jones, [<reflink idref="bib1" id="ref31">1</reflink>]).</p> <p>Several participants stated that their relationship with parents had been strengthened by the support provided to pupils, addressing issues of connectivity, shortage of equipment and also by the visibility of the teaching process. This mirrors other findings which noted a strengthening of parent/school relationships, due to parents' having greater insight into their child's education. Parents also had greater visibility of teacher feedback to pupils, which in turn assisted with child's education and resulted in greater admiration for teachers (Bubb & Jones, [<reflink idref="bib1" id="ref32">1</reflink>]).</p> <p>Whilst participants made many references to the support they provided to families, the reliance upon schools for assistance with connectivity may lead to an increased inequality in the provision of education. Those schools which are economically advantaged have a greater ability to provide the necessary resources to families than disadvantaged ones. This may exacerbate existing inequalities, as disadvantaged schools will have families which arguably have the greatest need and pupils with the lowest levels of school engagement (Kim et al., [<reflink idref="bib6" id="ref33">6</reflink>]; Nelson, [<reflink idref="bib13" id="ref34">13</reflink>]).</p> <p>Schools were also obliged to separate year groups and to maintain bubbles which, whilst an onerous task, did prove to be possible. In addition to the protective benefits from a reduction in the spread of Covid‐19, there were additional benefits particularly for year 7 in terms of their wellbeing. This stemmed from the reduced interaction with older pupils enabling them to be "themselves" without worrying about the older, larger pupils. This coincides with research findings that 2 of the top 6 pupil concerns relating to transition are interactions with older pupils and being bullied (Rice et al., [<reflink idref="bib16" id="ref35">16</reflink>]). Several participants stated that some elements of separation for year 7 s from the older pupils would be maintained in the future. This mirrors the findings of another study, which proposes consideration of a move toward a discrete year 7 in secondary school, with elements of year group separation but without total segregation (Leaton Gray et al., [<reflink idref="bib7" id="ref36">7</reflink>]).</p> <p>The schools' transition processes were also forced online. This included the annual collection of pupil data meetings between staff from the primary schools and the secondary schools. Some participants noted that the virtual meetings improved the efficiency of data collection but, given the personal information being collected, face to face meetings may remain necessary.</p> <p>The potential benefits stemming from the pandemic are possibly reflected in the schools' stated intentions of retaining some aspects of the enforced changes such as: elements of year group separation, virtual open evenings, online delivery of lessons and online meetings.</p> <p>Participants reported increased levels of anxiety amongst pupils and some participants observed that the year 7 s entering school in 2020 demonstrated: immaturity, a lack of socialization and an inability to manage their emotions when involved in a dispute. Similar findings were reported by Cowie, who noted that epidemics resulted in an increase in anxiety and a reduction in emotional wellbeing (Cowie & Myers, [<reflink idref="bib3" id="ref37">3</reflink>]). The Co‐SPACE Study early findings included identification of an increase in mental health difficulties amongst younger children of primary schools age, which were expressed through emotional, behavioral and attentional difficulties. However children of secondary school age did not report any significant change in behavioral difficulties (Rajabi, [<reflink idref="bib15" id="ref38">15</reflink>]). This seeming lack of emotional intelligence and behavioral issues in some younger pupils is a cause of concern. Whilst the duration of these effects is unknown it is possible that the impact is long term with a resultant reduction in wellbeing and academic performance. Therefore, it is imperative that longitudinal research is carried out with the objective of determining what impact the pandemic has had on pupils, to inform policy makers thus enabling amelioration of the worst effects.</p> <hd id="AN0174180885-24">CONFLICT OF INTEREST STATEMENT</hd> <p>The author declare no conflict of interest.</p> <hd id="AN0174180885-25">DATA AVAILABILITY STATEMENT</hd> <p>The risk of re‐identification from the anonymised interview data is high. We are therefore proposing that the data in the form of anonymised transcribed interviews not be made available to other researchers.</p> <hd id="AN0174180885-26">ETHICS STATEMENT</hd> <p>The study was approved by the University of Bristol's Faculty of Health Sciences Research Ethics Committee. The voluntary nature of participation and the confidential nature of all data collected were highlighted and reiterated at the commencement of each interview. The qualitative interviews were recorded using University approved encrypted digital audio recorders and transcribed by the research team. Data were encrypted in accordance with the University of Bristol Information Security Policies when transmitted. Interview transcripts were edited to remove identifying details, and participants were allocated codes to prevent linkage of data to participants except by the researchers.</p> <ref id="AN0174180885-27"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref30" type="bt">1</bibl> <bibtext> Bubb, S., & Jones, M.‐A. (2020). Learning from the COVID‐19 home‐schooling experience: listening to pupils, parents/carers and teachers. Improving schools, 23, 209 – 222.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref12" type="bt">2</bibl> <bibtext> Clarke, V., & Braun, V. (2021). Thematic analysis: a practical guide. Thematic Analysis, 1 – 100.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref1" type="bt">3</bibl> <bibtext> Cowie, H., & Myers, C.‐A. (2021). The impact of the COVID‐19 pandemic on the mental health and well‐being of children and young people. Children & Society, 35, 62 – 74.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref20" type="bt">4</bibl> <bibtext> Jindal‐Snape, D., & Rienties, B. (2016). Understanding multiple and multi‐dimensional transitions of international higher education students, Multi‐dimensional Transitions of International Students to Higher Education: New Perspectives on Learning and Instruction (pp. 1 – 16). Routledge.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref3" type="bt">5</bibl> <bibtext> Jindal‐Snape, D., Hannah, E. F. S., Cantali, D., Barlow, W., & Macgillivray, S. (2020). Systematic literature review of primary‒secondary transitions: international research. Review of Education, 8, 526 – 566.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref33" type="bt">6</bibl> <bibtext> Kim, L. E., Dundas, S., & Asbury, K. (2021). 'I think it's been difficult for the ones that haven't got as many resources in their homes': teacher concerns about the impact of COVID‐19 on pupil learning and wellbeing. Teachers and Teaching, 1 – 16.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref21" type="bt">7</bibl> <bibtext> Leaton Gray, S., Saville, K., Hargreaves, E., Jones, E., & Perryman, J. (2021). Moving up: Secondary school transition processes during the COVID‐19 pandemic for schools.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref2" type="bt">8</bibl> <bibtext> Lester, L., & Cross, D. (2015). The relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school. Psychology of Well‐Being, 5, 9.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref23" type="bt">9</bibl> <bibtext> López‐Noguero, F., Gallardo‐López, J. A., & García‐Lázaro, I. (2021). The educational community in the face of COVID‐19. discursive analysis on vulnerability and education. International Journal of Environmental Research and Public Health, 18 (3), 6716.</bibtext> </blist> <blist> <bibtext> Mabeya, M. T. (2020). Distance learning during COVID‐19 crisis: Primary and secondary school parents experiences in Kenya. East African Journal of Education Studies, 2, 173 – 186.</bibtext> </blist> <blist> <bibtext> Moraes, R. R., Correa, M. B., Daneris, Â., Queiroz, A. B., Lopes, J. P., Lima, G. S., Cenci, M. S., D'Avila, O. P., Pannuti, C. M., Pereira‐Cenci, T., & Demarco, F. F. (2021). Email vs. instagram recruitment strategies for online survey research. Brazilian Dental Journal, 32, 67 – 77.</bibtext> </blist> <blist> <bibtext> Murphy, C. C., Craddock lee, S. J., Geiger, A. M., Cox, J. V., Ahn, C., Nair, R., Gerber, D. E., Halm, E. A., Mccallister, K., & Skinner, C. S. (2020). A randomized trial of mail and email recruitment strategies for a physician survey on clinical trial accrual. BMC Medical Research Methodology, 20, 123.</bibtext> </blist> <blist> <bibtext> Nelson, J. A. S. C. 2020. Schools' responses to Covid‐19 Key findings from the Wave 1 survey. National Foundation For Educational Research.</bibtext> </blist> <blist> <bibtext> Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID‐19 pandemic on teaching and learning. Higher Education for the Future, 8, 133 – 141.</bibtext> </blist> <blist> <bibtext> Rajabi, M. (2020). Mental health problems amongst school‐age children and adolescents during the COVID‐19 pandemic in the UK, Ireland and Iran: A call to action and research. Health Promotion Perspectives, 10, 293 – 294.</bibtext> </blist> <blist> <bibtext> Rice, F., Frederickson, N., Shelton, K., Mcmanus, C., Riglin, L., & Ng‐Knight, T. (2015). Identifying factors that predict successful and difficult transitions to secondary school. University College London.</bibtext> </blist> <blist> <bibtext> Sintema, E. J. (2020). E‐Learning and smart revision portal for Zambian primary and secondary school learners: A digitalized virtual classroom in the COVID‐19 era and beyond. Aquademia, 4, ep20017.</bibtext> </blist> <blist> <bibtext> Skills, U.‐G. D. F. E. A. (2006). Technical review of deprivation indicators used in local authority funding formulae.</bibtext> </blist> <blist> <bibtext> UK‐Government. (2022). Compare school performance service.</bibtext> </blist> <blist> <bibtext> Viner, R. (2012). Chief Medical Officer annual report 2012, Our Children Deserve Better. UK Government.</bibtext> </blist> <blist> <bibtext> Welsh‐Government. (2022). My Local School.</bibtext> </blist> <blist> <bibtext> West, P., Sweeting, H., & Young, R. (2010). Transition matters: pupils' experiences of the primary–secondary school transition in the West of Scotland and consequences for well‐being and attainment. Research Papers in Education, 25, 21 – 50.</bibtext> </blist> </ref> <aug> <p>By David Edge; Sabi Redwood; Divya Jindal‐Snape and Esther Crawley</p> <p>Reported by Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib20" firstref="ref4"></nolink> <nolink nlid="nl2" bibid="bib22" firstref="ref7"></nolink> <nolink nlid="nl3" bibid="bib16" firstref="ref8"></nolink> <nolink nlid="nl4" bibid="bib11" firstref="ref10"></nolink> <nolink nlid="nl5" bibid="bib12" firstref="ref11"></nolink> <nolink nlid="nl6" bibid="bib18" firstref="ref14"></nolink> <nolink nlid="nl7" bibid="bib19" firstref="ref15"></nolink> <nolink nlid="nl8" bibid="bib21" firstref="ref16"></nolink> <nolink nlid="nl9" bibid="bib14" firstref="ref19"></nolink> <nolink nlid="nl10" bibid="bib13" firstref="ref22"></nolink> <nolink nlid="nl11" bibid="bib10" firstref="ref24"></nolink> <nolink nlid="nl12" bibid="bib17" firstref="ref25"></nolink> <nolink nlid="nl13" bibid="bib15" firstref="ref38"></nolink>
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  Data: Impact of COVID-19 Pandemic on Secondary School Teaching Staff and Primary to Secondary Transitions
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Edge%2C+David%22">Edge, David</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5625-2061">0000-0001-5625-2061</externalLink>)<br /><searchLink fieldCode="AR" term="%22Redwood%2C+Sabi%22">Redwood, Sabi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2159-1482">0000-0002-2159-1482</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jindal-Snape%2C+Divya%22">Jindal-Snape, Divya</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3851-3381">0000-0003-3851-3381</externalLink>)<br /><searchLink fieldCode="AR" term="%22Crawley%2C+Esther%22">Crawley, Esther</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2521-0747">0000-0002-2521-0747</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2024 61(1):17-28.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 12
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  Label: Publication Date
  Group: Date
  Data: 2024
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+School+Relationship%22">Parent School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Intelligence%22">Emotional Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1002/pits.23017
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  Data: 0033-3085<br />1520-6807
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  Label: Abstract
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  Data: In common with many countries, UK schools closed for most pupils for periods between March 2020 and March 2021 because of the COVID-19 pandemic, with significant implications for school education and the primary to secondary school transition. The transition to secondary school occurs at a crucial time of child development, with evidence suggesting transition may have a range of impacts on pupil wellbeing and academic performance. We wanted to understand how the pandemic had affected secondary teaching staff and their pupils during the move to secondary school. The study involved semistructured interviews with transition leaders from 12 secondary schools with subsequent thematic analysis. The findings of the study include; potential benefits from the digitalization of teaching practice; improving both pupil inclusion and staff efficiency, an enhanced interface with new parents resulting from virtual tours and open evenings, implications for the scope of existing teacher training with regard to virtual learning and concerns over pupil wellbeing, with increased levels of anxiety and a lack of emotional intelligence resulting from lockdowns. The study concludes that whilst the overall impact of the pandemic was probably detrimental to pupils' education and transitions practice, some potentially significant educational opportunities have arisen.
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  Label: Entry Date
  Group: Date
  Data: 2023
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  Label: Accession Number
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  Data: EJ1403750
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        Value: 10.1002/pits.23017
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      – Text: English
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        PageCount: 12
        StartPage: 17
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Student Adjustment
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      – SubjectFull: Secondary Schools
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        Type: general
      – SubjectFull: Emotional Intelligence
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: United Kingdom
        Type: general
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      – TitleFull: Impact of COVID-19 Pandemic on Secondary School Teaching Staff and Primary to Secondary Transitions
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