Abstract Primary‐secondary school transitions are critical developmental periods for children and significant others, within their ecosystem, and can be an uncertain, emotionally unsettling time for all. For children with Special Educational Needs and Disabilities, and Down Syndrome (DS) in particular, this period is believed to be more difficult and require additional support. However, insights into what this support could look like are limited by the dearth of research which has explored the first‐hand experiences of children and significant others. This insight is needed for educators, policy makers and researchers to make evidence‐informed decisions into what support provision is most efficacious, feasible to deliver and suitable for children during this time. The present study addresses these gaps, taking a case study, nested approach through interviewing two children with DS, their nominated parent and teachers in primary school and secondary schools about their lived experiences of navigating primary‐secondary school transitions and how they feel this period could be improved. Transcripts were analysed using reflexive Thematic Analysis, and four main themes: Preparing for transition, Sources of support , Resources and Transition reflections, were identified across the eight interviews. This study addresses a significant gap in existing literature on primary‐secondary transitions for children with DS and makes a unique methodological contribution in triangulating data from multiple stakeholders, including the voices of children. Key recommendations are identified for: further research including the need for longitudinal research to understand the factors influencing families' decision‐making processes; educational practice such as the need to begin preparations for primary‐secondary school transitions early, taking a team‐based approach; and policy, specifically to increase funding and accessibility of appropriate external support based on our findings.
Kelly et al. (Mon,) studied this question.