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How Do Children with a Cleft Lip and/or Palate Negotiate the Secondary School Transition in the UK? An Ecological Approach to Understanding Resilience in Action

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Title: How Do Children with a Cleft Lip and/or Palate Negotiate the Secondary School Transition in the UK? An Ecological Approach to Understanding Resilience in Action
Language: English
Authors: Katharine Clifford (ORCID 0009-0005-1192-9901), Jess Prior (ORCID 0009-0009-7626-8787)
Source: School Psychology International. 2026 47(1):29-52.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Congenital Impairments, Secondary School Students, Preadolescents, Readiness, Resilience (Psychology), Family Role, Coping, School Role, Student Adjustment, Foreign Countries, Peer Relationship, Emotional Response
Geographic Terms: United Kingdom (England), United Kingdom (Scotland)
DOI: 10.1177/01430343251389530
ISSN: 0143-0343
1461-7374
Abstract: In this article, we explore the process of resilience for children with a cleft lip and/or palate (visible difference) starting secondary school in the United Kingdom. A qualitative longitudinal research design was used to consider resilience as a process with Bronfenbrenner's ecological theory as a lens. Data were collected using a range of qualitative methods, including family interviews, child interviews, and video blogs. Fourteen parents and eight child participants between 11 and 12 years old took part in the research. Key results identified a series of steps in the resilience process during the school transition, namely, (1) the family preparing for the new school microsystem, (2) the children entering and negotiating the new microsystem, (3) navigating in and between microsystems, and (4) actively engaging with the mesosystem. To conclude, viewing resilience as a process helps us understand the interactive role played by schools in preparation for supporting and monitoring the transition. Successful negotiation of the transition of secondary school required the child to be recognized as an active participant in this process.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497562
Database: ERIC
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  Data: How Do Children with a Cleft Lip and/or Palate Negotiate the Secondary School Transition in the UK? An Ecological Approach to Understanding Resilience in Action
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  Data: <searchLink fieldCode="AR" term="%22Katharine+Clifford%22">Katharine Clifford</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-1192-9901">0009-0005-1192-9901</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jess+Prior%22">Jess Prior</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-7626-8787">0009-0009-7626-8787</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+International%22"><i>School Psychology International</i></searchLink>. 2026 47(1):29-52.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Congenital+Impairments%22">Congenital Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Preadolescents%22">Preadolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness%22">Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Role%22">Family Role</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22School+Role%22">School Role</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28Scotland%29%22">United Kingdom (Scotland)</searchLink>
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  Data: 10.1177/01430343251389530
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  Data: 0143-0343<br />1461-7374
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  Data: In this article, we explore the process of resilience for children with a cleft lip and/or palate (visible difference) starting secondary school in the United Kingdom. A qualitative longitudinal research design was used to consider resilience as a process with Bronfenbrenner's ecological theory as a lens. Data were collected using a range of qualitative methods, including family interviews, child interviews, and video blogs. Fourteen parents and eight child participants between 11 and 12 years old took part in the research. Key results identified a series of steps in the resilience process during the school transition, namely, (1) the family preparing for the new school microsystem, (2) the children entering and negotiating the new microsystem, (3) navigating in and between microsystems, and (4) actively engaging with the mesosystem. To conclude, viewing resilience as a process helps us understand the interactive role played by schools in preparation for supporting and monitoring the transition. Successful negotiation of the transition of secondary school required the child to be recognized as an active participant in this process.
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        Value: 10.1177/01430343251389530
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