Abstract

In Wales, as in many other education systems, there is an increasing focus on the impact that poverty can have on the educational achievement of disadvantaged pupils. Educational research in this area has included a focus on boys (compared to girls), ethnic minority groups and those with additional learning needs. Little attention, however, has been paid to pupils from disadvantaged backgrounds who have been identified as being more able and talented (MAT). This article reports on a mixed-method research evaluation of such pupils in a sample of schools in south-east Wales in relation to the impact of their transition from primary to secondary education. The findings from the research highlight variations in the definition and identification of MAT learners between primary and secondary schools and a lack of attention to this specific group of learners in school transition plans and policies. This leads the researchers to argue for the need for schools to specifically identify this group of pupils through the transition process and to suggest specific areas where transition practice might be strengthened to cater for their needs. The study supports the limited research that has been undertaken in this area that specific groups of more vulnerable pupils, such as those who are MAT but come from disadvantaged backgrounds, may suffer from shortcomings in the primary to secondary transition process such that it hampers their progression and the realisation of their potential.

How to Cite:

Egan, D., Davies, D., Hodgkin, K. & Davis, S., (2018) “Transition from Primary to Secondary School and More Able and Talented (MAT) Disadvantaged Pupils: Evidence from South-east Wales”, Wales Journal of Education 20(1), 46-75. doi: https://doi.org/10.16922/wje.20.1.4