An exploration into the use of music therapy to support primary to secondary school transitions in Scotland

Abstract

This dissertation explores the use of music therapy to support primary to secondary school transitions in Scotland. A literature review highlights the gap in research, with relevant literature pointing to the need for a holistic consideration of each child’s experience and needs in relation to school transitions while working within institutional environments and policies. Three case studies are presented, using a phenomenological analysis framework. Comparing these analyses identified the different experiences of the primary to secondary school transition phenomenon, how each child’s experience of the phenomenon occurs at different rates and presents different challenges for each child. The study finds the importance of transitional spaces in music therapy, the theme of identity and finding belonging in secondary school through a sense of belonging in music therapy. It also demonstrates the need for early intervention to facilitate the best opportunity of positive transitions for children. This exploration highlights the need for further study and provides recommendations for music therapy practice in this area of supporting primary to secondary school transitions in Scotland.