Progressing from primary to secondary education during the COVID-19 pandemic: qualitative study of the experiences of learners in Welsh-medium education and families where Welsh is not spoken

The COVID-19 pandemic caused significant public and personal upheaval, including lockdowns and school closures. Some families found access to the Welsh language, in terms of opportunities to use the language, and in terms of broader support, to be challenging during the pandemic. The lack of exposure to the Welsh language during the pandemic was particularly problematic for pupils from non-Welsh speaking households who attended Welsh-medium schools. Previous research identified important recommendations, however further qualitative research was needed to capture families’ (pupils and their parents) views on the overall experience of the pandemic and the impact on Welsh language skills. The study captures the experiences of pupils enrolled in Welsh-medium education and their non-Welsh speaking parents, in the transitionary period between primary and secondary school during the pandemic. The methodology encompassed a qualitative study design, and recruited pupils enrolled in Welsh-medium education and their non-Welsh speaking parents. The interviews focused on pupils’ experiences of home learning during the pandemic, their experiences of transition from primary to secondary, and the return to school, post lockdown; and parents’ experiences whilst supporting their children during the pandemic. They also covered more generic questions relating to general views around their relationship with the Welsh language. Data collection and analysis took place between January and June of 2023. Nine child / parent pairs participated. One of the key findings highlighted the lack of opportunity to engage actively and use the Welsh language during lockdown. Other key findings include the value of i) strengthening the links between primary and secondary settings to ease the transition process, ii) assessing pupils’ Welsh language skills between key stages to identify any support required e.g. during the transition from primary/secondary, iii) ensuring effective communication between home and school e.g. the use of communicative apps , iv) making effective use of bilingual communication e.g. lists of key terminology that would aid parents in accessing and understanding feedback, and v) Increasing opportunities to use the Welsh language within and outside of school. Key policy and practice implications of this research were also identified.