Helping hands or holding back? Exploring a primary-like learning structure for students with SEND in the transition to secondary school

The transition from primary to secondary school can negatively affect attainment, wellbeing, and school belonging, particularly for students with special educational needs and disabilities (SEND). This study evaluates The Pathway, a primary-like learning structure implemented in a North London secondary academy to support Year 7 students with SEND during transition. Using a mixed-methods case study design, attainment, cognitive ability, and wellbeing outcomes for Pathway students (n = 8) were compared with matched peers in mainstream provision, alongside thematic analysis of staff interviews. Pathway students demonstrated gains in reading attainment and maintained levels of school belonging comparable to their peers despite their additional vulnerabilities, though these results did not reach the threshold of statistical significance. Qualitative findings identified four mechanisms perceived to support successful transition: a nurturing classroom environment, targeted and flexible teaching practices, strong collaboration with families and staff, and carefully structured transition processes. This study’s key contribution lies in examining how a low-cost, relatively simple intervention, within a mainstream secondary school, may buffer wellbeing risks, and support literacy development, for vulnerable learners during the school transition period. While findings are limited by the small sample size, the study highlights the potential importance of relational and environmental continuity as part of inclusive transition practice in secondary education.