Primary-secondary school transition under Covid-19: Exploring the perceptions and experiences of children, parents/guardians, and teachers.

The transition from primary to secondary school is a major life event for eleven-year-old children in the United Kingdom, where they face simultaneous changes. Following the outbreak of Covid-19, transfer children face additional uncertainty on top of this. Negotiation of the multiple challenges, combined with the reduced support associated with Covid-19, could have a negative impact on children's school adjustment and mental health.

'You're in this world now': Students', teachers', and parents' experiences of school transition and how they feel it can be improved.

Background: Primary-secondary school transition is a major life event for 11-year-old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children's academic performance and social well-being and we have a limited understanding of their emotional experiences in the lead up to and during the transition, from the perspective of key stakeholders: students, parents, and teachers.

Aims: To explore transfer students', parents', and teachers' experiences in the lead up to and over the transition period, and how they feel it could be improved.

Longitudinal associations between younger children's humour styles and psychosocial adjustment.

Whilst a multitude of studies have examined links between different styles of humour and aspects of adjustment, longitudinal research is noticeably lacking. Following a study which identified bidirectional associations between humour styles and psychosocial adjustment in older children, the current research aimed to investigate these associations in younger children. In total, 413 children aged 8-11 years completed the humour styles questionnaire for younger children (HSQ-Y) alongside measures of psychosocial adjustment in both the autumn and the summer over the course of a school year.

Children's Understanding of Self-Focused Humor Styles.

It has been proposed that four main styles of humor exist, two which are thought to be adaptive (affiliative, self-enhancing) and two which are thought to be maladaptive (aggressive, self-defeating). Whilst the existence of these four humor styles has been supported in older children, it is suggested that for younger children, self-enhancing and self-defeating humor may develop at a later point. To investigate this further, the current research involved five semi-structured paired interviews with children aged eight to eleven years to explore the use and understanding of self-enhancing and self-defeating humor in this age group.

Longitudinal Associations Between Humor Styles and Psychosocial Adjustment in Adolescence.

This study assessed the concurrent and prospective associations between psychosocial adjustment and four humor styles, two of which are adaptive (affiliative, self-enhancing) and two maladaptive (aggressive, self-defeating). Participants were 1,234 adolescents (52% female) aged 11-13 years, drawn from six secondary schools in England. Self-reports of psychosocial adjustment (loneliness, depressive symptomatology, and self-esteem) and humor styles were collected at two time points (fall and summer).