A Practical Guide for Parents and Teachers
Moving from nursery to primary school—and later from primary to secondary school—are big steps in a child’s life. These transitions can feel exciting, but also a little overwhelming. From an educational psychology perspective, these moments matter because they can affect children’s confidence, learning, and emotional wellbeing.
This guide breaks things down in a simple, practical way so both parents and teachers can support children through these changes.
Nursery to Primary School (Ages 4–5)
Starting primary school is often a child’s first experience of a more structured environment. They go from a play-based setting to one with routines, rules, and more focused learning.
What children might find challenging
- Being away from parents or carers for longer periods
- Adjusting to routines (e.g., sitting for lessons, following instructions)
- Making new friends in a bigger group
- Less time for free play
What’s going on underneath?
At this age, children are still developing:
- Independence (e.g., getting dressed, managing belongings)
- Attention skills (listening and staying focused)
- Emotional control (handling frustration or change)
Not all children develop these at the same pace—and that’s completely normal.
How parents can help
- Talk positively about school to build excitement
- Practice simple routines (getting dressed, tidying up, following instructions)
- Read books about starting school to make it feel familiar
- Keep goodbyes short and calm to reduce anxiety
How teachers can help
- Create a welcoming, predictable classroom environment
- Use play-based learning alongside more structured activities
- Build strong relationships early on
- Communicate regularly with parents about how the child is settling
Primary to Secondary School (Ages 10–11)
This transition is often bigger and more complex. Children move to a larger school, have multiple teachers, and face increased academic and organisational expectations—all while going through early adolescence.
What children might find challenging
- Navigating a new, larger school building
- Keeping track of different subjects, teachers, and homework
- Changes in friendships or social groups
- Worrying about fitting in or being accepted
What’s going on underneath?
At this stage, children are:
- Becoming more aware of what others think of them
- Developing their identity and confidence
- Starting to think more independently—but still needing support
How parents can help
- Encourage open conversations about worries or expectations
- Help children organise their time and belongings
- Reassure them that it’s okay to find things difficult at first
- Stay involved, but gradually encourage independence
How teachers can help
- Provide clear instructions and consistent routines
- Offer extra support with organisation (e.g., planners, checklists)
- Use buddy systems or peer mentors
- Look out for quieter students who may be struggling to settle
Key Tips for Both Transitions
Whether children are starting primary or secondary school, some principles apply to both:
1. Relationships matter most
Children settle better when they feel safe and supported by adults and peers.
2. Preparation helps reduce anxiety
Visits, transition days, and talking about what to expect can make a big difference.
3. Every child is different
Some children adjust quickly, while others need more time—and that’s okay.
4. Emotional wellbeing comes first
If a child feels anxious or unsettled, it will affect their learning. Supporting their feelings is just as important as supporting their academics.
Final Thoughts
Transitions are a normal part of growing up, but they can feel like big leaps for children and parents/carers. With the right support from both home and school, working in collaboration, these changes can become positive experiences that build confidence, independence, and resilience.
A calm, understanding approach—combined with clear routines and strong relationships—goes a long way in helping children not just cope with change, but thrive in their new environment.
Disclaimer: The views and opinions expressed in blog posts are solely those of the individual author and do not necessarily represent those of Plymouth Learning Partnership CIC. The content is provided for general information and educational purposes only and should not be relied upon as professional or legal advice. Plymouth Learning Partnership CIC accepts no responsibility or liability for any errors, omissions, or actions taken in reliance on this content. The individual author is responsible for ensuring that any third-party material used (including text, images, and media) does not infringe copyright. Plymouth Learning Partnership CIC does not accept liability for any unauthorised use of copyrighted material by the individual author.
