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Introduction

I write this blog post following deep reflection on 40 years of teaching – 20 of which were as headteacher within three very different schools. In my final years of headship, I became increasingly aware of the damaging impact of a fractured year 7 experience for some students.

Since retiring I have become concerned about the and . These phenomena are predominantly a secondary school issue influenced by complex factors that can go unnoticed during transition. Hence, in this final contribution to this special issue I argue for further research into the students’ transitional experiences in year 7.

Challenges in secondary education

Research and case study evidence found in Morgan & Costello (2023) and Edwards & Farouk (2024)identify two key areas for discussion that can impact a child’s transition: 1) inappropriate and incoherent curricula, and 2) difficulty con structing a viable self-identity.

Transition from primary to secondary school marks a significant shift. Children move from a secure environment with one teacher who knows them well to a fragmented system with multiple teachers, each interacting with them briefly. This shift can be exciting for many, but for a vulnerable minority it can contribute to an existential crisis. These children often feel unseen and unheard, lacking relationships that prioritise their wellbeing and curricular knowledge that has little meaning to their emerging self-identity.

‘The shift from primary to secondary school can be exciting for many, but for a vulnerable minority it can contribute to an existential crisis.’

The role of trust

Coherence and meaning making of cognitive knowledge in relation to the social construction of the self is critical because adolescence is a time of profound physical and emotional change. While many young people are supported by families and communities, others experience isolation, leading to confusion and crisis because their cognitive and social development is influenced by various factors including religion, ethnicity, family income and community history.

Moreover, central to identity construction is the ability to form trusting relationships. Drawing on youth work as an example, Davies (2016) argues that the youth worker/young person relationship is a ‘covenantal relation of trust’ – that is, an open-ended and reciprocal process rather than a contractual agreement driven by (grade) end-outputs. This trust is essential for supporting adolescents in crisis. Here, being a professional (teacher) is insufficient and counterproductive (see Edwards & Evea, 2025) if it uses the child as a means to an end rather than also seeing the child as an end in themselves.

Case study: Youth wing intervention

I share a personal example from my final headship where collaboration with a youth worker who managed the youth centre situated on the school site created a supportive space within the school site. Here, students could be withdrawn from mainstream classes to work with a trusted adult. Supported by parents and the community, the youth worker built strong, trusting relationships with students, who became members of the youth centre. They codeveloped a modified curriculum that also included alternative qualifications such as the Award Scheme Development and Accreditation Network’s and food hygiene certificates. This approach fostered a viable self-identity that helped young people make sense of curricular knowledge within their social worlds. This developed their confidence and motivation to attempt other work that they found difficult, thereby helping to prevent exclusions.

Curriculum reform and year 7 integration

Extending this model, I implemented a policy where no year 7 student was taught by more than six teachers, with most time spent with a dedicated form tutor. Teachers were recruited from middle and intermediate schools who prioritised teaching children over subject specialism. This approach reduced children’s feelings of alienation and fostered trusting relationships between children, their peers and teachers.

Trust and motivation in curriculum

ÌýThis further highlights the importance of trust and motivation in education. Indeed, a curriculum should challenge and extend students’ existing knowledge through engagement with new ideas, facilitated by a trusted teacher. The curriculum should also inspire students to continue their studies.

However, every child is unique and so is their understanding of the purpose of schooling. Factors such as gender, culture, community, class, creed and SEND intersect in complex ways, with each child positioned differently along these spectrums. Bias and prejudice – whether from the child, parents, teachers or community – further complicate the picture.

Conclusions

Nonetheless, these insights underscore the need for teachers who are trusted by students to help them navigate the complexities of school and understand the relevance of their education. Hence, the relationship between students and teachers must be at the heart of education.

References

Davies, R. (2016). Youth work and ethics: Why the professional turn won’t do. Ethics and Education, 11(2), 186–196.

Edwards, S. and Evea, R. (2025). Resisting the professional turn: revisiting youth work as a covenantal process. International Journal of Social Pedagogy, 14(1), 9. Ìý Ìý

Edwards, S. & Farouk, S. Published May 2024. . UK Parliament. BAE0039

Morgan, F., & Costello, E. (2023). In I. Gilbert (Ed.). Square pegs: Inclusivity, compassion and fitting in – a guide for schools. Independent Thinking Press.