A longitudinal qualitative study of facilitators and barriers to care-experienced children’s wellbeing during the transition to secondary school

Journal article

While school transitions can be challenging for all children, those with experience of maltreatment, including care-experienced children, face additional complexities linked to poorer wellbeing outcomes. This study explored the barriers and facilitators influencing UK care-experienced children’s wellbeing during the transition from primary to secondary school. Twenty-six care-experienced children and 25 caregivers from England and Wales participated through the ReThink Programme. Semi-structured interviews were conducted with both groups before and after the transition, one year apart, and analysed using a framework-based thematic approach. Three overarching themes were identified: children’s sense of belonging, relationships and emotional support; the extent to which systemic support met individual needs; and children’s personal resources, including coping strategies and selfperceptions. Findings highlight dynamic interactions between relational, systemic and individual factors shaping wellbeing for maltreatment-exposed children across this period. While some experiences mirror those of the general population, distinct challenges were identified requiring targeted policy and practice responses.

Authors: Sprecher, EA; Holmes, L; Carter, B; Khareghat, H; Macleod, J

• Publication status: Accepted
• Peer review status: Peer reviewed
• Publisher: SAGE Publications
• Journal: Child Maltreatment More from this journal
• Acceptance date: 2026-09-30
• EISSN: 1552-6119
• ISSN: 1077-5595
• Language: English
• Keywords: out-of-home care; school transitions; wellbeing; longitudinal