European Journal of Special Needs Education

Transitions in the educational systems. Policies, mechanisms, and good practices to learn from.

The OECD (2023b) reports that the implementation of inclusive education remains insufficient in many countries globally. Despite significant international commitments and policy advancements 30 years after the Salamanca Statement (Organisation for Economic Co-operation and Development (UNESCO), 1994), many education systems continue to face barriers to include all students and provide equitable education for everyone (UNESCO, 2024).

In addition to individual, professional, institutional, and systemic aspects that are central to inclusive education, transitions represent a critical factor in shaping students’ educational trajectories. Educational transitions are understood as dynamic, complex processes involving ongoing adaptation to new academic, social, and institutional contexts rather than single events (Dockett & Perry, 2021). Such processes are shaped by individual agency as well as institutional policies, social norms, and systemic frameworks (Jindal-Snape et al., 2021). Transitions challenge different student populations in varied ways, such as structural inequities, making it more difficult due to the lack of inclusive measures in the educational system.

Structural inequities at schools are particularly noticeable for students with disabilities, multilingual students, and students from disadvantaged socio-economic backgrounds, and influence their transition process (Gothberg et al., 2019; Kaplan et al., 2022). Additionally, evidence from many countries (OECD, 2023a, 2024) shows that these student populations are underrepresented in academic tracks and later in universities, making it necessary to more closely examine transition conditions and practices.

Due to the importance of transition processes, a significant number of studies have been undertaken on this topic. Previous research has focused on important topics such as the role of peers, teachers, and students’ mental health, including interventions (Beatson et al., 2023; Donaldson et al., 2023). However, fewer studies have explored how a comprehensive approach to improving equitable student transitions could be implemented in schools by integrating interconnected components, namely: the implementation of Multi-Tiered Systems of Support or Universal Design for Learning to provide tailored academic support for students (Pullen & Kennedy, 2018); the use of systematic professional learning to equip educators with the skills needed to address diverse learning needs effectively during the transition process (Bloomfield et al., 2024; Castillo et al., 2024; Chambers & Coffey, 2019); and strong leadership to continuously monitor and evaluate transition program fidelity and outcomes (Grissom et al., 2021).

Additionally, relatively few studies have examined the political frameworks, strategies, and mechanisms designed to improve transition processes. Addressing these topics could improve outcomes and trajectories for students disproportionately affected by educational disparities.

This special issue is therefore seeking contributions that shift the focus from individual experiences and dispositions to the structural, policy, institutional and systemic levels of transitions. This special issue particularly invites researchers addressing how policy frameworks, school and institutional practices, and education systems as a whole can enable equitable transition processes, especially for student populations experiencing educational inequity. Moreover, we invite comparative approaches that allow all stakeholders to learn from systems that have addressed the issue of equitable transitions. We welcome empirical, theoretical, and policy-oriented papers that explore:

1. What strategies or policy measures have been proven effective in overcoming transition-related barriers for students experiencing inequity?
2. How do education policies hinder equitable educational transitions (e.g., from preschool to primary, primary to secondary, or secondary to tertiary education), and what change is needed to address any issues?
3. How do educational systems (e.g., centralized vs. decentralized systems, funding mechanisms, enrollment systems,…) influence the success of transitions between different educational stages for students experiencing inequity?
4. What can be learned from a cross-national comparison of educational transition systems and policies to better support students experiencing inequity?
5. What innovative (pilot) programs at school or policy level have successfully addressed transition inequities, and what can be rolled out?
6. How can cooperation between sending and receiving institutions (e.g., preschools, primary schools, or secondary schools) be structured to support students experiencing inequity’s transitions better?
7. What role do teacher training programs play in terms of supporting equitable transitions?

References

Beatson, R., Quach, J., Canterford, L., Farrow, P., Bagnall, C., Hockey, P., Phillips, E., Patton, G. C., Olsson, C. A., Ride, J., McKay Brown, L., Roy, A., & Mundy, L. K. (2023). Improving primary to secondary school transitions: A systematic review of school-based interventions to prepare and support student social-emotional and educational outcomes. Educational Research Review, 40, 100553.

Bloomfield, B. S., Fox, R. A., & Leif, E. S. (2024). Multi-tiered systems of educator professional development: A systematic literature review of responsive, tiered professional development models. Journal of Positive Behavior Interventions, 26(3), 168–188.

Castillo, J. M., Wolgemuth, J. R., McKenna, M., Hite, R., & Latimer, J. D. (2024). A qualitative synthesis of research on professional learning for multi-tiered systems of support. Teacher Education and Special Education, 47(3), 203–224.

Chambers, D., & Coffey, A. (2019). Guidelines for designing middle-school transition using universal design for learning principles. Improving Schools, 22(1), 29-42.

Dockett, S., & Perry, B. (Eds.). (2021). Evaluating transition to school programs: Learning from research and practice (1st ed.). Routledge.

Donaldson, C., Moore, G., & Hawkins, J. (2023). A systematic review of school transition interventions to improve mental health and wellbeing outcomes in children and young people. School Mental Health, 15(1), 19–35.

Gothberg, J. E., Greene, G., & Kohler, P. D. (2019). District implementation of research-based practices for transition planning with culturally and linguistically diverse youth with disabilities and their families. Career Development and Transition for Exceptional Individuals, 42(2), 77–86.

Grissom, J., Egalite, A., & Lindsay, C. (2021). How principals affect students and schools. A systematic synthesis of two decades of research.

Jindal-Snape, D., Symonds, J. E., Hannah, E. F. S., & Barlow, W. (2021). Conceptualising primary-secondary school transitions: A systematic mapping review of worldviews, theories and frameworks. Frontiers in Education, 6.

Kaplan, G., Kırkgöz, S., & Diken, İ. H. (2022). Transition to school process of children with disadvantages: A literature review. Journal of Childhood, Education & Society, 3(1), 28–47.

Organisation for Economic Co-operation and Development (OECD). (2023a). PISA 2022 results (volume I): The state of learning and equity in education. OECD.

Organisation for Economic Co-operation and Development (OECD). (2023b). Policy pointers for equitable, effective and personalised upper secondary transitions (OECD Education Spotlights 7; OECD Education Spotlights, Vol. 7).

Organisation for Economic Co-operation and Development (OECD). (2024). Education at a glance 2024: OECD indicators. OECD.

Pullen, P. C., & Kennedy, M. J. (Eds.). (2018). Handbook of response to intervention and multi-tiered systems of support. Routledge.

United Nations Educational, Scientific and Cultural Organization (UNESCO). (1994). World conference on special needs education: Access and quality (Salamanca, Spain, June 7-10, 1994). Final report.

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2024). The Salamanca statement anniversary: 30 years of progress? UNESCO.