How do children with a cleft lip and/or palate negotiate the secondary school transition in the UK? An ecological approach to understanding resilience in action
The move to secondary school is a significant milestone, bringing new routines, environments, and peer groups. For children with visible differences, it can present additional challenges linked to appearance, friendships, and new peer interactions. Our longitudinal study followed eight children across their first year of secondary school, using interviews, vlogs, and classroom observations to understand their experiences in depth.
Key Findings: “Resilience in Action”
Resilience is not an individual trait but emerges through relationships and environments. We describe this as “resilience in action,” highlighting the role of families, schools, and peers. Experiences unfold across four fluid stages: preparation, negotiation, navigation and engagement.
Key insights include:
- Resilience is relational and shaped through interactions between home, school, and peers.
- Friendships are central to wellbeing, confidence, and successful adjustment.
- Participation in clubs and activities promotes belonging and social connection.
- Children actively manage their visible difference, making decisions about disclosure.
Practical Implications
For Schools:
- Prioritise social as well as academic adjustment.
- Create opportunities for connection through clubs, group work, and informal spaces.
- Promote inclusive cultures and awareness of visible differences to reduce stigma.
- Teachers play a key role in fostering belonging and responding sensitively.
For Parents:
- Support independence while maintaining communication with schools.
- Help children navigate decisions about discussing their visible
Key Takeaways
Resilience during transition depends on supportive relationships and inclusive environments. Children thrive when they feel accepted, understood, and connected, highlighting a shared responsibility across families, schools, and communities.
Reference
Clifford, K., & Prior, J. (2026). How do children with a cleft lip and/or palate negotiate the secondary school transition in the UK? An ecological approach to understanding resilience in action. School Psychology International, 41(1). https://doi.org/10.1177/01430343251389530
Resilience in action: negotiating the secondary school transition with a cleft lip and/or palate
In this research paper, Kingston University researchers explore the process of resilience for children with a cleft lip and/or palate (visible difference) starting secondary school in the United Kingdom.