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This research is an in-depth study of the secondary transfer process from the perspective of children. Beginning with their involvement in and perceptions of choosing a secondary school, the study will examine childrens access to official and unofficial sources of information and the relative weight given to various sources in their assessments of secondary schools. 125 children will be interviewed individually and in groups. The group interview will provide insights into how peer group norms operate while the individual interviews will allow for a concentration on particular childrens experiences. The research will follow a target group of 40 children into year 7 of their destination schools and will focus on how they are responding and adjusting to the new curriculum and what may be for some, unfamiliar teaching and learning styles. The study will look at the ways in which various aspects of secondary transfer are shaped by the intersections of locality, social class, race, gender and culture. Working in collaboration with primary and secondary school teachers, the research seeks to explore ways in which to support them in making the transfer process as positive an experience as possible for children

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