Using drama to support pupils’ transitions from primary to secondary school in Scotland

Internationally, pupils have a mixed experience of primary-secondary transitions. This paper presents findings from a longitudinal mixed methods study in two Scottish primaries and their associated secondary school, exploring the impact of drama on these transitions. Drama supported pupils’ understanding of transitions, fostering emotional development, confidence, and agency through an engaging, socially constructed curriculum. Quantitative and qualitative data from an online questionnaire also indicated pupils’ positive pedagogical experiences. This is the first study to apply Multiple and Multi-dimensional Transitions Theory using drama as an intervention, highlighting the need for further research.