An exploration into the experience of transitioning into a new school for 'Third Culture Kids' in their adolescence

Globalisation is moving the world to become increasingly interconnected, both economically and culturally. This has resulted in more families needing to move multiple times between countries because of employment responsibilities. As a result of these moves, the families are experiencing multiple transitions. Research in the last 50 years has formed theories about the impact that this has on the children of these families. These children and young people have come to be known as 'Third Culture Kids'. Many of these 'Third Culture Kids' are within middle childhood or adolescence when they experience these multiple transitions. These are both crucial times in an individual's development; however it is during adolescence which an individual's identity is significantly forming. Researchers have in the past 10 years focused on gaining the perspective and experiences of TCKs who have now grown up and largely ignored the voices of children and young people at the time they are actually experiencing these significant transitions. One of the most continually occurring transitions these 'Third Culture Kids' experience is the move and integration into a new school. In the literature this specific transition phase has only been voiced by adult 'Third Culture Kids' or professionals that work with them. This research project will seek, from an occupational therapy viewpoint, to gain the experiences of adolescent 'Third Culture Kids' that have transitioned into new schools in Scotland. This will be in the form of a pilot study with the children and young people acting as active collaborators within the research process.bsc_occunpub1739_ethesesunpu