Secondary School Transition Experiences among Young People with Language and Literacy Challenges: Scoping Review Protocol

Introduction: The transition from primary to secondary school can be a stressful time for all young people, but may be particularly difficult for young people with language and/or literacy challenges (LLCs) due to increased academic demands and social changes. Existing reviews have demonstrated that neurodivergent young people and young people with special educational needs are at increased risk for mental health concerns and negative transition experiences. However, to our knowledge, there have been no reviews on the specific experiences of young people with LLCs during secondary school transition. This review therefore aims to scope the nature and extent of literature on secondary school transition among young people with LLCs. Inclusion Criteria: Source types will include peer-reviewed primary research articles, reviews, and grey literature published in English that report on neurodevelopmental LLCs and secondary school transition. Methods: Searches will be conducted in PsycInfo, Medline, ERIC CINAHL, Scopus, Proquest Dissertation and Theses, and the Australian Education Research Theses Database. Extraction will focus on social and emotional experiences and wellbeing among young people with LLCs during the transition to secondary school. Study features, key findings, modifiable risk and protective factors, strengths, and limitations will be extracted and synthesised. Outcomes: Findings will provide a clearer understanding of the unique experiences of young people with LLCs across the secondary school transition. Mapping this literature will identify areas for future research, and key targets for mental health promotion across the secondary school transition for young people with LLCs.