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Welcome to the University of Southampton research blog for the Doctorate in Educational Psychology.
Our trainees submit assignments demonstrating their ability to generate new knowledge and synthesise existing research. Essays and critiques published here have all been graded as being at distinction level in at least one area.

“The creation of the research hub, a repository of essays, theses, papers and podcasts is unique, a fantastic resource for practitioners in the field as well as past and current students.”
Dr Andrew Richards, External Advisor 2025, University of Exeter

“This programme’s excellent provision supports and develops trainees’ critical appraisal skills, equipping them for carrying out doctoral level research and preparing them for professional practice”
Dr Richard Parker and Dr Pandora Giles, External Examiners 2024

Recent Posts

Optimising support for post-16 transition: young peoples’ perspectives on the barriers and contributors to a successful transition (2026)

Author: Imogen Morgan-Gray, Dan Hawkins, Alice Morgan-Davies, Carla Tromans, Cora Sargeant and Sarah Wright
Published: 2026
Publication: Research in Post-Compulsory Education

In 2015, national policy in England raised the mandatory education participation age to 18, making the transition to post-16 education compulsory. Inadequate support at this transition milestone can lead to negative outcomes, including becoming NEET (Not in Education, Employment, or Training). Despite its significance, research has largely focused on primary-to-secondary transitions, leaving post-16 transitions underexplored. This gap shows limited understanding of factors influencing post-16 transition success. This study explored young people’s experiences transitioning from secondary to post-16 education, identifying barriers and factors contributing to successful outcomes. Through opportunistic selection, 28  Year 12 students from two mainstream colleges in the south of England participated in an online survey with open-ended questions. Reflexive thematic analysis was used to analyse the data. Five core themes were identified, which can be summarised as: understanding college, planning their future, being viewed as an individual, support networks, and understanding transition as a process, not an event. The study enhances understanding of post-16 transitions by emphasising young people’s perspectives. The analysis suggests successful transitions require a holistic approach, integrating social networks, personalised support, and clear information. The study calls for re-evaluating educational practices to ensure adaptable, person-centred support. Future research should explore diverse student experiences and the impact of institutional policies.

Morgan-Gray, I., Hawkins, D., Morgan-Davies, A., Tromans, C., Sargeant, C. & Wrights, S. (2026). Optimising support for post-16 transition: young peoples’ perspectives on the barriers and contributors to a successful transition. Research in Post-Compulsory Education, 1–19. https://doi.org/10.1080/13596748.2026.2739105

Download (open access article)

 

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