Abstract The transition to primary school is typically more challenging for children with additional support needs (ASN). This is notable, as a positive experience at the transition to school is associated with greater wellbeing, school engagement, and academic outcomes. Practices and support for this transition are common and varied; however, the extent to which practices are appropriate or modified to support children with ASN to flourish during their first years of schooling is unclear. The UK government's recent aim to improve early school outcomes in England will necessitate an understanding of how to adequately support children with ASN at this transition. In this exploratory study, we interviewed seven teachers in England and Scotland about their experiences of supporting children with ASN at the transition to primary school. Using reflexive thematic analysis, we developed four themes: good intentions but lack of evidence for effective practice; differentiated practice is good, but changing the whole system would be better; neither country gets it quite right; and need to look beyond the initial transition. Findings reflect teachers' effort to meet the varied needs of children but highlight how the lack of guidance around recommended practice and cuts to funding limit their ability to provide support.
Friedman et al. (Sat,) studied this question.