The Importance of Trauma-Informed Transitions for Year 6 Pupils

While education trusts throughout England remain dedicated to enhancing attendance and achievement, a frequently neglected reality endures: numerous students starting Year 7 and 8 are having difficulty adjusting and importantly, staying in mainstream education. The figures speak for themselves. According to the Centre for Social Justice, nearly 1,000 Year 7 and 8 pupils were permanently excluded in the Spring term of 2024 alone. These are more than just statistics, they represent young lives already veering off track in the early stages of secondary school.

What’s even more troubling is the disproportionate impact on pupils from minority backgrounds. Young people from Black Caribbean and Gypsy, Roma and Traveller communities, as well as students with special learning needs, are statistically more likely to be excluded from school. This increases their risk of facing long-term challenges such as worsening mental health, involvement in crime, and poor socioeconomic outcomes.

These exclusion rates expose a serious gap in the current system: we are not adequately preparing children, particularly those from vulnerable groups, for the transition into secondary education. Too often, pupils describe the move from primary to secondary as confusing, overwhelming, and isolating.

The questions is, what can be done?

At the heart of successful school transitions is a simple but powerful concept: relationship-building and effective communication between all stakeholders involved in the process. Pupils entering Year 7 need to feel seen, understood, and supported. Positive communication between staff and students, coupled with an environment of empathy and consistency, can make the difference between a child feeling safe or shut out.

While the solution may sound straightforward, it's not always easy to implement. Many school staff members lack the training, tools, or confidence to navigate the complex emotional and behavioural needs that pupils bring with them. What pupils are asking for, is simple and clear: positive relationships with adults and help building meaningful peer connections. This is where trauma-informed approaches come into play.

By equipping educators with a trauma-informed understanding of student behaviour and need, schools can create more inclusive and responsive environments. Training in this area fosters skills such as effective communication, unconditional positive regard, and equity-focused classroom practices.

At The Awe Collective, we believe that no pupil should start their secondary journey at a disadvantage. Our tailored transition training provides whole-school support to help every member of staff better understand, connect with and support pupils from the very first day of Year 7. The result? Schools retain more students, reduce exclusions, and offer every child a stronger, more secure start to their next educational chapter.