As schools prepare for pupils moving from primary to secondary, transition talk is everywhere: assemblies, newsletters, welcome packs and information evenings.
Of course, while logistics and curriculum are crucial, one of the most powerful tools we have in helping children and parents to feel confident about the journey ahead is the language we use.
At our school, we’ve become increasingly intentional about the way we frame transition. The words we choose matter - they shape expectations, calm nerves or heighten them, and send subtle messages about what kind of environment students are moving into.
Changing the language around transition
Here are six common phrases we’ve consciously avoided in our transition work - and what we’ve chosen to say instead:
1. ‘The big step up’
This phrase, while well-meaning, often triggers anxiety. “Big step up” implies that pupils are currently not ready; that they need to become something else overnight.
Instead, we frame the move to secondary as a natural, exciting next step in their journey by simply calling it “the next exciting phase”. This helps to build confidence, not fear.
2. ‘It’s very different in secondary’
Too often secondary school is painted as a completely different world - more serious, more demanding, less supportive.
That narrative can be overwhelming. Of course, there are changes, but we aim to present those as manageable. Instead we say words to the effect of, “Yes, there will be new routines - and we’ll help you adjust with guidance, support and time”.
3. ‘You’ll need to be more independent now’
This phrase can unintentionally downplay the fantastic work that primary schools are already doing helping children get ready.
Our Year 6 pupils are already showing growing independence in how they organise themselves, manage responsibilities and think critically.
As such, rather than framing independence as something that begins in secondary, we recognise and build on what’s already there with phrases like, “They’re already developing independence - and we’ll keep building on that.”
4. ‘We’ll let you know how they are getting on’
Parents need reassurance just as much as pupils do.
Rather than positioning ourselves as the only ones holding the information, we actively involve parents in the transition process, with counsellor-led workshops, information evenings and open communication integral to this process.
We tell them, “You’ll be part of the journey, too,” and make it clear that it’s something we do with them, not to them.
5. Avoiding ‘us versus them’ language
Finally, transition is not a detached handover from one team to another: it’s a collaboration. So we avoid dividing our language into “what they do in primary” versus “how we do things in secondary”.
Meetings with primary colleagues throughout the year, including with our whole-school special educational needs coordinator, ensure a shared understanding of students’ needs. This helps young people to feel they are moving forward, not leaving something behind.
In times of change, words carry weight. The right language doesn’t dilute expectations - it strengthens relationships, builds trust and helps everyone to move forward together.
Ian Watts is assistant head of secondary (student wellbeing and community) at The International School @ ParkCity in Kuala Lumpur, Malaysia
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