Research on Preschool and Primary Education

The transition from early childhood education to kindergarten is a critical developmental period for all children, and one that can be particularly demanding for those with special educational needs (SEN). This article presents findings from a mixed methods case study conducted in two private schools in Abu Dhabi, United Arab Emirates. This study investigates how parental attitudes, teacher preparedness, communication gaps, and structural barriers influence school transitions. Findings reveal a consistent divergence in perspective: parents generally regarded transition difficulties as normal and time-limited, whereas teachers identified sustained, complex challenges related to emotional regulation, large class sizes, limited specialist training, and insufficient information about incoming children. Parental reluctance to accept a formal diagnosis was viewed as a significant barrier in both schools. Given the small and unevenly distributed sample, reported divergences are viewed as illustrative rather than generalisable. The study contributes to a growing body of research evidence on inclusive educational transitions in the United Arab Emirates (UAE) context. Its originality lies in comparing perspectives within an under-researched educational and cultural context, revealing differences in how parents and teachers perceive transition difficulties. This context-specific evidence has implications for educational policy and practice.