[Ruthierhyme]

Hi, If you have access to this level 3 STL book pages 241+ are useful reading.

For example, culture and religion may affect our ability to cope with transitions. Research has shown that strong resilience factors in the child or young person's environment include both a supportive extended family and membership of a religious or faith community. This is because there are social support networks within each of these that may make the thought of coping with transitions less unsettling and the individual's sense of self stronger. If the child knows others who have had the same experience or is able to talk about their anxieties, both within and outsde their immediate family, they are likely to feel less isolates and vulnerable in relation to this experience.

Personal beliefs will inevitably affect their approach to transitions. They may feel that they are strong and able to cope with change, on the other hand, they may not feel that they are resilient enough to do this. Their approach will influence the amount of control they feel they have over the situation and whether this is positive or negative.

Gender, where puberty is the main transition that may affect boys and girls differently. Girls are more likely to be affected at an earlier age physically, psychologically and emotionally, as they move into adolescence earlier. Often, girls in years 5 or 6 may become much taller and start to take on the signs of puberty, whereas for boys these changes will come later. If boys and girls are in school together, this difference can be more marked for both sexes.

Stage of development and age may make a difference to the way in which they are able to cope with transitions. Younger children who have less life experience or knowledge of change may be more anxious simply because they have not needed to think about it before and have remained close to one main attachment. However, if they come from a secure background of strong positive relationships, this may make change less difficult for them. As children grow older and more experienced, they may be better equipped to cope with the types of transitions that occur more often. However children and young people at all stages of development will find unexpected transitions more challenging.

Previous experiences will influence children's abiliy to manage transitions. If they are able to relate what is happening to something that has happened before, or even if another person close to them has experienced it, this may reduce their anxiety and make them more able to manage their feelings. For example, a child or young person in an international school may move between schools and even countries several times during their school career, which may make the process less daunting for them than other children. In addition, experiences that have developed pupil confidence and resilience will also help during times of transition. These may have been within or outside the educational environment, for example, through a hoibby they have taken up or activities they have completed independently.

All the best