Transitions from secondary school to Further Education can present significant challenges for young people with Special Educational Needs and Disabilities (SEND). However, little research has focused on their parents' experiences during this period (Beresford & Sloper, 2008; Mann, Monahan, & Smith, 2019). Successful transitions have been linked to collaborative planning and sustained communication (Department for Education & Department of Health, 2015), but in practice, the parental role often becomes unclear post-16. This study explores how parents perceive and navigate their evolving roles as their children transition to FE settings. Using a qualitative design, semi-structured interviews have been conducted with three mothers whose children had recently made this transition. Data has been analysed using the Listening Guide, a relational method highlighting the multiplicity of voices within personal narratives.
Analysis of the parents’ stories suggest that they often experience the transition as isolating and emotionally complex. Key narratives include the confusion surrounding parental roles during the transition beyond school, the critical importance of clear and ongoing communication, the emotional difficulty of accepting a reduced role, and a lack of meaningful collaboration between schools, colleges, and families. Parents reflect that they often felt unsupported and excluded, acknowledging that stepping back to enable their child greater independence was also necessary. The study highlights the potential for Educational Psychologists (EPs) to play a key role in supporting young people and their families during this phase of their child’s life. Implications for practice include more structured, relational transition planning that explicitly recognises and promotes parental involvement.
