Navigating inequality in educational transitions: teachers’ perspectives and system implications in a tracked school system

Educational transitions are pivotal in students’ educational trajectories, often exacerbating pre-existing inequalities, particularly within systems with early tracking and differentiated school types. This study investigates how educators across diverse educational stages and settings, including inclusive classes, regular classes, and special education classes, conceptualise and address transitions, with a specific focus on vulnerable student populations: those from socio-economically disadvantaged backgrounds, students with special educational needs (SEN), and individuals whose first language differs from the language of instruction. Drawing on semi-structured interviews with 31 teachers and employing grounded theory for analysis, the findings underscore the biographical salience of transitions and the socio-emotional complexities they entail. Teachers in special education settings emphasise the loss of familiar ‘safe spaces’, whereas those in inclusive contexts prioritise structured preparation and social integration. The study identifies parental engagement and multi-professional collaboration as critical, albeit inconsistently available, resources. Furthermore, findings reveal divergent pedagogical paradigms. While special education teachers often attribute responsibility to individual students, inclusive school educators advocate for institutional interventions and the cultivation of transition-related competences. The study highlights the necessity of systemic reforms, including enhanced teacher training, strengthened multi-agency collaboration, and equitable resource distribution, to ensure transitions function as empowerment opportunities rather than marginalisation mechanisms.