The deadline for receiving articles is now open only for the monographic section under the topic "School transitions: national and international perspectives"

The deadline for receiving original articles related to the special issue "School transitions: national and international perspectives" coordinated by professors Dr. Iulia Mancila (University of Malaga, Spain) and Dr. Divya Jindal-Snape (University of Dundee, UK) is now open

Today, the entire school-age population passes through the educational system at least twice: the transition from preschool to primary school - not to mention the transition from the family environment to preschool - and the transition to secondary education. Since the study of Gimeno Sacristán (1996) about the transition to Secondary Education and following the approaches of the available works (Antúnez, 2007; Gimeno Sacristán, 1998; Monarca and Rincón, 2010; Salvador and Cayón, 2015; Mackenzie et al., 2012) we know that the school transition from one stage to another implies a change in the life of the students derived from the evolution of the educational system itself that has cultivated diverse purposes, differentiated methods, ways of relating and demands that have little to do with those of one stage with others. Along the same lines, the works of Antúnez (2007), Pietarinen et al. (2010), and Jindal-Snape (2023) show us that complex and multidimensional factors intervene in the transition processes (personal, social, economic, cultural, administrative, pedagogical, among others). However, although extensive research has been carried out on school transitions at an international level, according to Juhl (2023) and Murray (2023), results with a sustained impact in practice have not yet been achieved.

In Spain, there has been a noticeable lack of studies from the 1990s until now, despite significant societal and educational system changes. Therefore, investigating the processes involved in this transition in different contexts, as well as the consequences of its discontinuities, is a current matter of interest to understand in depth the elements and factors that condition it and to propose ways of improvement aimed at avoiding ruptures in the vital and educational experience of students that may degenerate into processes of disengagement and dropping out of school.

In this sense, the monograph aims to open spaces for reflection among the various agents of the educational community to improve and facilitate the school transition between the different stages. We invite researchers and professionals related to education from any area of ​​knowledge and level, as well as other educational agents interested in the subject, to send their works.

The monograph invites theoretical and empirical works with the following objectives:

• Share theoretical, conceptual and methodological advances on school transitions.
• Reflect on the challenges of school transition processes for students, teachers and families.
• Make visible and analyze educational policies and practices to promote successful transition processes.
• Know and share first-hand experiences of school transition.
• Make visible the challenges involved in school transition processes and attention to diversity.

See the guidelines for authors to know the formal requirements that the article must meet. The deadline for receiving original articles is 12/31/2024 (articles after the deadline will not be accepted).