The design and validation of P-S WELLS will follow a mixed methods model of scale development, drawing on a multi-informant approach, with six phases, outlined below. Each phase follows an iterative process with several sub-phases and steps, and as shown below, we have completed Phase 1. For Phases 2-4 we are working with children in the last year of primary school and first year of secondary school, as well as educational and clinical practitioners, researchers and other professionals. Please get in touch if you would like to be involved in our research study and/or if you if you or a Year 6 (P6) and/or Year 7 (S1) child would like to contribute to our advisory group discussions.
Further information about our systematic literature review
We conducted an international systematic literature review to examine primary-secondary school transitions papers published between 01/2008 and 03/2021 that have used child self-report measures to assess primary-secondary school transition experiences and/or emotional wellbeing and/or factors believed to underpin emotional wellbeing. We specifically examined: (1) How have authors conceptualised primary-secondary school transitions and emotional wellbeing?; (2) What child self-report measures have been used to assess children’s transition experiences and/or emotional wellbeing over primary-secondary school transitions?; (3) How, if at all, have measures changed over time?; (4) What is the methodological rigour of existing measures?
Our systematic literature review found that: Key constructs (primary-secondary school transitions) are not conceptualised nor theoretically defined; existing measure have inconsistent reliability and validity (specifically adapted or created primary-secondary school transitions scales); there is a lack of longitudinal focus in the (a) design and (b) operationalisation of scales; and scales mainly use negative terminology, following a negative discourse.
For further information see: Bagnall, C. L., & Jindal-Snape, D. (2023). Child Self-Report Measures of Primary-Secondary Transition Experiences and Emotional Wellbeing: An International Systematic Literature Review. International Journal of Educational and Life Transitions, 2(1), 4. https://doi.org/10.5334/ijelt.35
Further information about our Delphi study: survey phase
We disseminated a UK wide online survey to aggregate expert opinion from a multi-disciplinary expert panel of 30 educational practitioners (e.g., Teachers, Educational Psychologists, Special Educational Needs Coordinators, Educational Mental Health Practitioners), primary-secondary school transitions and emotional wellbeing researchers with expertise in primary-secondary school transitions and/or emotional wellbeing, and policy makers and policy influencers. Our survey included open and closed questions to obtain views on (1) conceptualisations of emotional wellbeing, primary-secondary school transitions experiences and emotional wellbeing in the context of primary-secondary school transitions, (2) what factors should be included in a scale to assess emotional wellbeing in the context of primary-secondary school transitions, (3) specific items which could be included in P-S WELLS, and (4) the format of P-S WELLS, e.g. number of items, instructions, to ensure items are clear, specific and positive. Responses were analysed inductively using Descriptive Statistics, Content Analysis and Thematic Framework Analysis.
Further information about our Delphi study: focus group stage:
We conducted 10 semi-structured focus with Year 6 (P7) and Year 7 (S1) pupils (6-8 pupils per group) to obtain pupils views on:
1. How they define (a) emotional wellbeing, (b) primary-secondary school transitions experiences and (c) emotional wellbeing in the context of primary-secondary school transitions
2. What factors should be included in an scale to assess emotional wellbeing in the context of primary-secondary school transitions
3. Specific items which could be included in P-S WELLS
4. The format of P-S WELLS, e.g. number of items, instructions, to ensure items are clear, specific and positive.
The focus groups were co-facilitated by two trained researchers, and are currently being analysed using Hybrid Thematic Analysis.
Further information about our Cognitive Interview stage:
We conducted individual cognitive interviews with 18 Year 6 (P7) and Year 7 (S1) children, and 4 small-group cognitive interviews with teachers of both year groups. Cognitive interviews are conducted by talking through each question, question stem, and response option in depth. The purposes of cognitive interviews are, primarily, to:
1. Establish whether the wording used in our survey questions is age-appropriate and comprehensible
2. Understand the thought processes that the target group of survey completers have when reading each question
3. Taking points 1 and 2 in combination, to establish whether key constructs will be accurately measured by our survey, to produce a reliable insight into wellbeing in the context of primary-secondary school transitions.
Valuable insights were produced from these interviews, which helped us to further finetune the measure.
Further information about Phase 3 (Summer 2024)
In summer 2024, we began collection of pilot data using a penultimate iteration of the measure. In June and July, we collected measure completion data from Year 5 and Year 6 pupils. In September and December 2024, we followed up the latter group with two further completions when they were in the first term of Year 7. Fortunately, we had a good response from the relevant linked secondary schools.
We collected data from a total of 1,988 transitions-aged pupils. 456 pupils (23%) completed all four time points. 900 (45%) completed it three times, 359 (18%) twice, and 273 (14%) just once. Analysis of this data began over winter 2024/25, to investigate the psychometric properties of the measure. This includes factor analysis, where we established whether all of the included items are necessary, and how and whether they relate to one another.
The addition of the option “I don’t understand this question” was explored, and items were amended or eliminated as per the findings. Preliminary analyses have shown us that the majority of items were well-understood by the children in our sample - across the four timepoints, less than 1% of items were answered with the “I do not understand this question” option. Even so, we revisited items that were answered with this the most, to improve the way they are worded. We also looked at the “floor and ceiling” effect (where most participants tend to answer in one particular way) to attempt to diversify responses. A final version of the measure has been created for Phase 4.
Phase 4 (September 2024+)
We have recruited schools to participate in Phase 4 data collection, who will complete a finalised version of the measure, following tweaks made after Phase 3.
These children will complete the P-S WELLS survey in March 2025, June 2025, and July 2025 in Year 6, and September 2025, December 2025 and March 2026 in Year 7.
This is an opportunity for us to work with (a) new primary and secondary schools within the Local Authorities we are currently working with, in addition to (b) recruiting new Local Authorities, especially in London, the South East and South West of England, whom were not represented within our previous sample.
Our initial Year 5 sample (50% of which are participating in the Talking about School Transition 5-7) curriculum, have formed part of our Phase 4 sample, and have recruited over 1,000 additional Year 6 children from newly participating schools.
In terms of school sign-ups, we followed the same process as Phase 3, where schools sign-up via a website link, which we will provide to schools who have registered interest. We then provided a confirmation of note, alongside a copy of our Memorandum of Agreement, for Head Teacher’s to sign. Following this, we send over our welcome pack with key materials (e.g. parental information and consent documents) and instructions regarding the sequence of tasks and activities to be undertaken prior to data collection.
January 2026 updates
Research publications:
We recently published our concept analysis paper in the journal Educational Psychology Review.
The paper aims to define what “emotional wellbeing” means specifically during the transitions from primary to secondary school, because existing research and measurements treat both “emotional wellbeing” and “school transitions” inconsistently and often separately.
This is important because:
Many children undergo these transitions with emotional challenges that can affect later mental health. Springer Link
Current research lacks a clear theoretical definition of emotional wellbeing in this specific context. ResearchGate
Existing scales either measure general wellbeing or general transitions experience - not both together.
Emotional wellbeing during primary-secondary school transitions involves:
Affective experience in the moment - children’s emotions (both positive and negative) as they happen.
Children’s own evaluations - how children judge their own wellbeing overall and in areas like social life, academics, environment, and personal adjustment.
Resources for coping - internal and external supports children feel they have to manage changes.
The paper provides the first clear conceptual definition of emotional wellbeing specifically during the primary-to-secondary school transition, emphasizing:
The contextual nature of wellbeing
The need for child-centred measurement - i.e. a case for the development of P-S WELLS.
A foundation for better research, policy, and practice supporting emotional wellbeing at this critical stage of schooling.
Concept mapping:
The concept analysis paper is soon to be followed by a concept mapping paper: moving from “What is the concept?” to “How do we measure it?”.
Using a six-stage concept mapping framework, the study integrates theory, systematic literature review findings, and extensive stakeholder input from children, educators, clinicians, researchers, and policy experts to generate, refine, and structure #P-S WELLS’s items. Qualitative methods, including focus groups and cognitive interviews with transitions-aged pupils, were used iteratively to ensure items were age-appropriate, meaningful, and reflective of children’s lived experiences across social, academic, personal, and environmental domains. The paper demonstrates how abstract conceptual attributes, such as emotional experiences, evaluations of functioning, and coping resources, were translated into measurable indicators, addressing limitations of existing measures that separate wellbeing from transition context or treat transitions as a single event.
Overall, the paper will provide the first comprehensive operationalisation of emotional wellbeing during primary–secondary school transitions and establishes a robust foundation for the subsequent psychometric validation and applied use of #P-S WELLS.
New workstreams:
Development of a national primary-secondary school transitions strategy
Our approach to supporting children’s emotional wellbeing, through the #P-S WELLS project has been recognised by the Minister for Children, Families and Wellbeing, and at the Liberal Democrat, Labour and Conservative party conferences. Following the Labour conference, an MP tabled a written parliamentary question in support of #P-S WELLS, and another MP met with us and wrote to the Education Minister, advocating for #P-S WELLS to be embedded in a national strategy to monitor children’s wellbeing in the Children’s Wellbeing and Schools Bill.
Following our policy-level discussions, we have worked in collaboration to develop a National Transition Strategy for the Children’s Wellbeing and Schools Bill that incorporates #P-S WELLS, and the regional data we have collected. To create our National Transitions Strategy, we held a Primary-Secondary School Transition Strategy Event on 24/01/25 that brought together experts leading on primary-secondary school transitions provision within educational practice, research, and policy. The event generated knowledge exchange in understanding existing barriers and facilitators in implementing “gold-standard” transition provision at the school, Local Authority and national level, and key priority areas.
Comparative research study
Charlotte recently spent 5 weeks in Australia and New Zealand interviewing teachers participating in the #P-S WELLS research and presenting findings at national conferences. Charlotte was also part of discussions with the Department for Education in both countries to embed #P-S WELLS in their national surveys, and submitted multiple funding applications to extend the programme of research! This has resulted in national support for #TaST 5-7 as a ‘promising universal school-based intervention that could influence policy and practice nationally,’ and it has been referenced by the DfE (2024), NICE (07/22), and in Health Policy Scotland Guidelines (01/20). #TaST 5-7 is now being trialled in Australia with 1,500 children in Victoria State following interest from the Australian Department for Education.
