Peer-reviewed article
Primary to secondary school transitions and emotional wellbeing: a comprehensive literature review of pastoral strategies and CBT-informed practices
Fiona White, Angie McDonald, Bryan Fraser Mitchell ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This literature review looks at how school staff can support children's emotional wellbeing when they move from primary to secondary school. It brings together qualitative and mixed-methods studies from 2017 to 2025, with a focus on strategies informed by Cognitive Behaviour Therapy (CBT). The findings group into three themes: relationships, school belonging, and emotional skills and resilience. The authors propose a practical pastoral framework that places CBT-informed strategies within universal and targeted school supports.
Key points
- Transitions from primary to secondary school can heighten anxiety, unsettle relationships and challenge pupils' sense of belonging.
- Relationships matter most: teacher empathy and consistency, peer support and family partnership.
- School belonging and connectedness depend on an inclusive climate, pupil voice and relational safety.
- Emotional skills and resilience are built through structured psychoeducation, low-intensity CBT techniques and peer-led emotion work.
- The review proposes a pastoral framework and highlights priorities for professional development, co-production and evaluation.
Limitations
The review covers qualitative and mixed-methods studies and does not test whether any intervention works, so it cannot show how effective CBT-informed strategies are. The authors note that the literature relies heavily on self-report, has few longitudinal designs, and uses concepts such as belonging, connectedness, climate and culture inconsistently.
Abstract
Transitions from primary to secondary school can heighten anxiety, unsettle relationships, and challenge pupils’ sense of belonging. Schools increasingly deploy pastoral systems and universal wellbeing programmes, yet implementation varies and practice often lacks a clearly articulated evidence base. This literature review synthesises qualitative and mixed-methods studies (2017–2025) and examines how education staff can support pupils’ emotional wellbeing during primary‑to‑secondary transitions, with a focus on strategies informed by Cognitive Behaviour Therapy (CBT). Using a PICo framework, searches of ERIC, Education Source, CINAHL, and Psychology & Behavioral Sciences were conducted, applying inclusion criteria relevant to school contexts and transition stages. Studies were appraised with CASP tools. Findings cluster around three interrelated themes: (1) the centrality of relationships (teacher empathy and consistency; peer support; family partnership); (2) school belonging and connectedness (inclusive climate, pupil voice, and relational safety); and (3) emotional skills and resilience (structured psychoeducation, low-intensity CBT techniques, and peer-led emotion work). Methodological limitations across the literature include over-reliance on self-report, limited longitudinal designs, and conceptual ambiguity between belonging, connectedness, climate, and culture. The review proposes a practical pastoral framework that integrates CBT-informed strategies within universal and targeted supports and highlights priorities for professional development, co-production, and evaluation. Implications for pastoral care emphasise relationally attuned practice, actionable classroom tools, and multi-agency collaboration to scaffold emotionally safe, equitable transitions. Implications for pastoral care include embedding CBT-informed strategies within universal and targeted supports, prioritising relational safety, and fostering inclusive school climates to ensure emotionally secure transitions.