From nursery to primary school; what children say supports their transition

The transition from nursery to primary school represents a pivotal milestone in the lives of young children, with research emphasising the enduring impact on academic achievement, cognitive development, and wellbeing (Dockett et al., 2019; Fane et al., 2016; Sutherland et al., 2010; Tobbell & O’Donnell, 2013). This study employs the mosaic approach (Clark & Moss, 2011) to explore Primary 1 children’s perspectives of the factors which facilitate successful transitions, highlighting three essential themes: positive relationships, a sense of community, and positive spaces. Key findings align with prior research demonstrating the importance of trusted adults, peer connections, parental involvement, nursery continuity, and access to safe outdoor spaces in supporting emotional security, well-being, and stability during transitions (Dockett & Einarsdottir, 2017; Donaldson et al., 2023; Gowing, 2019; Lester & Cross, 2015; Zaatari & Ibrahim, 2021). This study supports existing literature and Scottish educational policies, advocating for the integration of children’s views into transition planning (Education Scotland, 2019; Education Scotland, 2020; Jindal-Snape et al., 2020; Lomax & Smith, 2024). Future research should expand its focus to include parental insights and the experiences of children with additional support needs, to promote inclusive and effective transition practices.