Primary-secondary transition – building hopes and diminishing fears through drama

William D Barlow* (Corresponding Author)

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)
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This case study explores how pupils might address the issues of bullying and friendships during primary-secondary transition through drama conventions. The research was implemented on the west coast of Scotland during the final four weeks of primary education in three associated primary seven classes. Research methods included pupil questionnaires (primary and secondary school), teacher observations, researcher’s diary, semi-structured interviews (teachers) and a focus group (pupils). The data suggests that some pupils conceptualised their primary-secondary transition as ‘moving up’. However, as the drama developed pupils recognised the multiple and multi-dimensional aspects of their transition. In addition, pupil and teachers indicated that when pupils engage with a drama transition curriculum, it supports the promotion of friendships while diminishes fears and provides strategies for those who might encounter bullying.
Original languageEnglish
Article number546243
Number of pages17
JournalFrontiers in Education
Publication statusPublished - 6 Jan 2021

Bibliographical note

Data Availability Statement
The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.


  • friendships
  • primary-secondary transition
  • bullying - prevention and control
  • drama education
  • drama conventions


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