Transitioning in early adolescence: rethinking the role of socioemotional learning (SEL) in the UK school curriculum to foster adaptive coping

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dc.authorid0000-0002-6964-4379
dc.authorid0000-0003-3044-4027
dc.authorid0000-0003-4341-1267
dc.authorid0000-0003-2895-5207
dc.contributor.authorDimitrellou, Eleni
dc.contributor.authorKoutsouris, George
dc.contributor.authorPearson, Alison
dc.contributor.authorYıldırım, Hatice
dc.date.accessioned2025-07-16T08:33:42Z
dc.date.available2025-07-16T08:33:42Z
dc.date.issued2025
dc.departmentEğitim Fakültesi
dc.description.abstractThe paper discusses the findings of a UK-based study that explores transition-related stress and coping strategies among young adolescents, a relatively under-researched topic within the UK context. An underused projective technique was employed to collect data from Year 7 students transitioning into a rural mainstream secondary school in the SouthWest of England. Drawing on later developments of Lazarus and Folkman’s (1984) transactional model of stress and coping, thematic codebook analysis revealed that young adolescents are likely to experience stress when facing academically focused tasks, experiencing challenging emotions, and when they are in socially uncomfortable environments. To cope with school stressors, most students indicated preference for adaptive emotion-focused strategies such as positive distraction, emotional regulation, and cognitive reappraisal, which can be important for students to navigate transition periods. The paper concludes by emphasising the crucial role of SEL in the school curriculum in fostering adaptive emotional coping strategies for young adolescents.
dc.identifier.doi10.1080/02643944.2025.2495664
dc.identifier.issn02643944
dc.identifier.scopus105003867367
dc.identifier.urihttps://dx.doi.org/10.1080/02643944.2025.2495664
dc.identifier.urihttps://hdl.handle.net/20.500.12451/13316
dc.identifier.wosWOS:001478579800001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.institutionauthorYıldırım, Hatice
dc.institutionauthorid0000-0003-2895-5207
dc.language.isoen
dc.publisherRoutledge
dc.relation.ispartofPastoral Care in Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectAdaptive Emotion-focused Coping
dc.subjectSchool-related Stressors
dc.subjectSocioemotional Learning
dc.subjectTransition
dc.titleTransitioning in early adolescence: rethinking the role of socioemotional learning (SEL) in the UK school curriculum to foster adaptive coping
dc.typeArticle

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