{"id":1622,"date":"2026-01-19T10:39:48","date_gmt":"2026-01-19T10:39:48","guid":{"rendered":"https:\/\/sites.dundee.ac.uk\/tcelt\/?page_id=1622"},"modified":"2026-01-21T10:53:52","modified_gmt":"2026-01-21T10:53:52","slug":"homepage","status":"publish","type":"page","link":"https:\/\/sites.dundee.ac.uk\/tcelt\/","title":{"rendered":"Transformative Change: Educational and Life Transitions (TCELT) homepage"},"content":{"rendered":"<div class=\"wp-block-blocksy-query\" data-id=\"b508a29b\"><div class=\"ct-posts-block\" data-prefix=\"blog\"><div class=\"entries\" data-archive=\"default\" data-layout=\"enhanced-grid\" data-cards=\"boxed\"><article class=\"entry-card card-content post-1578 post type-post status-publish format-standard has-post-thumbnail hentry category-covid-19 category-creative category-disrupt category-emotional-resilience category-meditation category-mental-health category-mindfulness category-nature category-palliative-care category-pandemic category-physical-distancing category-poetry category-psychological-transitions category-reflections category-relationships category-resilience category-social-connection category-social-transitions category-support-networks category-transitions category-wellbeing category-yoga\" data-reveal=\"bottom:no\"><a class=\"ct-media-container boundless-image\" href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/2022\/08\/25\/transitions-through-infection-and-recovery-in-the-early-days-of-covid-19-2\/\" aria-label=\"Blog 43: Transitions through Infection and Recovery in the Early Days of Covid-19\"><img decoding=\"async\" width=\"768\" height=\"576\" src=\"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/08\/DB0F876B-1F09-43CE-A4F8-DEF152885A95-1-768x576.jpeg\" class=\"attachment-medium_large size-medium_large wp-post-image\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/08\/DB0F876B-1F09-43CE-A4F8-DEF152885A95-1-768x576.jpeg 768w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/08\/DB0F876B-1F09-43CE-A4F8-DEF152885A95-1-300x225.jpeg 300w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/08\/DB0F876B-1F09-43CE-A4F8-DEF152885A95-1-1024x768.jpeg 1024w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/08\/DB0F876B-1F09-43CE-A4F8-DEF152885A95-1-1536x1152.jpeg 1536w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/08\/DB0F876B-1F09-43CE-A4F8-DEF152885A95-1.jpeg 1920w\" sizes=\"auto, (max-width: 768px) 100vw, 768px\" itemprop=\"image\" style=\"aspect-ratio: 16\/9;\" \/><\/a><h2 class=\"entry-title\"><a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/2022\/08\/25\/transitions-through-infection-and-recovery-in-the-early-days-of-covid-19-2\/\" rel=\"bookmark\">Blog 43: Transitions through Infection and Recovery in the Early Days of Covid-19<\/a><\/h2><div class=\"entry-excerpt\"><p>By Tanka Dahal It was the early days of the pandemic when the COVID-19 was taking its flight from Wuhan, China, and was landing at various destinations across the world. Where COVID-19 landed it upset the routines and put the\u2026<\/p>\n<\/div><ul class=\"entry-meta\" data-type=\"simple:slash\" data-id=\"meta_2\" ><li class=\"meta-author\" itemprop=\"author\" itemscope=\"\" itemtype=\"https:\/\/schema.org\/Person\"><a class=\"ct-meta-element-author\" href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/author\/dundeeuni\/\" title=\"Posts by UoD Web Team\" rel=\"author\" itemprop=\"url\"><span itemprop=\"name\">UoD Web Team<\/span><\/a><\/li><li class=\"meta-date\" itemprop=\"datePublished\"><time class=\"ct-meta-element-date\" datetime=\"2022-08-25T01:49:41+01:00\">25 August 2022<\/time><\/li><li class=\"meta-categories\" data-type=\"simple\"><a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/covid-19\/\" rel=\"tag\" class=\"ct-term-21\">COVID-19<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/creative\/\" rel=\"tag\" class=\"ct-term-22\">Creative<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/disrupt\/\" rel=\"tag\" class=\"ct-term-27\">Disrupt<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/emotional-resilience\/\" rel=\"tag\" class=\"ct-term-32\">Emotional resilience<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/meditation\/\" rel=\"tag\" class=\"ct-term-66\">Meditation<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/mental-health\/\" rel=\"tag\" class=\"ct-term-67\">Mental health<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/mindfulness\/\" rel=\"tag\" class=\"ct-term-68\">Mindfulness<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/nature\/\" rel=\"tag\" class=\"ct-term-75\">Nature<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/palliative-care\/\" rel=\"tag\" class=\"ct-term-84\">Palliative care<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/pandemic\/\" rel=\"tag\" class=\"ct-term-85\">Pandemic<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/physical-distancing\/\" rel=\"tag\" class=\"ct-term-91\">Physical distancing<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/poetry\/\" rel=\"tag\" class=\"ct-term-93\">Poetry<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/psychological-transitions\/\" rel=\"tag\" class=\"ct-term-98\">Psychological Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/reflections\/\" rel=\"tag\" class=\"ct-term-101\">Reflections<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/relationships\/\" rel=\"tag\" class=\"ct-term-103\">Relationships<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/resilience\/\" rel=\"tag\" class=\"ct-term-104\">Resilience<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/social-connection\/\" rel=\"tag\" class=\"ct-term-115\">Social connection<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/social-transitions\/\" rel=\"tag\" class=\"ct-term-117\">Social Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/support-networks\/\" rel=\"tag\" class=\"ct-term-120\">Support networks<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/transitions\/\" rel=\"tag\" class=\"ct-term-127\">Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/wellbeing\/\" rel=\"tag\" class=\"ct-term-135\">Wellbeing<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/yoga\/\" rel=\"tag\" class=\"ct-term-137\">Yoga<\/a><\/li><\/ul><\/article><article class=\"entry-card card-content post-1577 post type-post status-publish format-standard has-post-thumbnail hentry category-autonomy category-compassion category-disrupt category-identity category-international category-life-transitions category-mental-health category-multiple-and-multi-dimensional-transitions-theory category-multiple-transitions category-parents category-psychological-transitions category-relationships category-safe-spaces category-social-connection category-social-transitions category-support-networks category-transitions category-war category-wellbeing\" data-reveal=\"bottom:no\"><a class=\"ct-media-container boundless-image\" href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/2022\/05\/04\/blog-42-navigating-transitions-during-war-and-conflict-2\/\" aria-label=\"Blog 42. Navigating transitions during war and conflict\"><img decoding=\"async\" width=\"757\" height=\"1886\" src=\"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/05\/095D8B76-833C-4CE0-BDFC-E3C06D17934E-1.jpeg\" class=\"attachment-medium_large size-medium_large wp-post-image\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/05\/095D8B76-833C-4CE0-BDFC-E3C06D17934E-1.jpeg 757w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/05\/095D8B76-833C-4CE0-BDFC-E3C06D17934E-1-120x300.jpeg 120w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/05\/095D8B76-833C-4CE0-BDFC-E3C06D17934E-1-411x1024.jpeg 411w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/05\/095D8B76-833C-4CE0-BDFC-E3C06D17934E-1-617x1536.jpeg 617w\" sizes=\"auto, (max-width: 757px) 100vw, 757px\" itemprop=\"image\" style=\"aspect-ratio: 16\/9;\" \/><\/a><h2 class=\"entry-title\"><a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/2022\/05\/04\/blog-42-navigating-transitions-during-war-and-conflict-2\/\" rel=\"bookmark\">Blog 42. Navigating transitions during war and conflict<\/a><\/h2><div class=\"entry-excerpt\"><p>By Catherine Koini &nbsp; Last week we welcomed a Ukrainian refugee family into our home in Belgium. A young mother, father and 3 month old baby daughter. Upon hearing the first missile at 4am on 24th February, they immediately woke\u2026<\/p>\n<\/div><ul class=\"entry-meta\" data-type=\"simple:slash\" data-id=\"meta_2\" ><li class=\"meta-author\" itemprop=\"author\" itemscope=\"\" itemtype=\"https:\/\/schema.org\/Person\"><a class=\"ct-meta-element-author\" href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/author\/dundeeuni\/\" title=\"Posts by UoD Web Team\" rel=\"author\" itemprop=\"url\"><span itemprop=\"name\">UoD Web Team<\/span><\/a><\/li><li class=\"meta-date\" itemprop=\"datePublished\"><time class=\"ct-meta-element-date\" datetime=\"2022-05-04T22:05:20+01:00\">4 May 2022<\/time><\/li><li class=\"meta-categories\" data-type=\"simple\"><a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/autonomy\/\" rel=\"tag\" class=\"ct-term-10\">Autonomy<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/compassion\/\" rel=\"tag\" class=\"ct-term-17\">Compassion<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/disrupt\/\" rel=\"tag\" class=\"ct-term-27\">Disrupt<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/identity\/\" rel=\"tag\" class=\"ct-term-51\">Identity<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/international\/\" rel=\"tag\" class=\"ct-term-55\">International<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/life-transitions\/\" rel=\"tag\" class=\"ct-term-62\">Life Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/mental-health\/\" rel=\"tag\" class=\"ct-term-67\">Mental health<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/multiple-and-multi-dimensional-transitions-theory\/\" rel=\"tag\" class=\"ct-term-70\">Multiple and Multi-dimensional Transitions Theory<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/multiple-transitions\/\" rel=\"tag\" class=\"ct-term-71\">Multiple transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/parents\/\" rel=\"tag\" class=\"ct-term-87\">Parents<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/psychological-transitions\/\" rel=\"tag\" class=\"ct-term-98\">Psychological Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/relationships\/\" rel=\"tag\" class=\"ct-term-103\">Relationships<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/safe-spaces\/\" rel=\"tag\" class=\"ct-term-107\">safe spaces<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/social-connection\/\" rel=\"tag\" class=\"ct-term-115\">Social connection<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/social-transitions\/\" rel=\"tag\" class=\"ct-term-117\">Social Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/support-networks\/\" rel=\"tag\" class=\"ct-term-120\">Support networks<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/transitions\/\" rel=\"tag\" class=\"ct-term-127\">Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/war\/\" rel=\"tag\" class=\"ct-term-134\">War<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/wellbeing\/\" rel=\"tag\" class=\"ct-term-135\">Wellbeing<\/a><\/li><\/ul><\/article><article class=\"entry-card card-content post-1367 post type-post status-publish format-standard has-post-thumbnail hentry category-additional-support-needs-asn category-collaboration category-covid-19 category-educational-transitions category-inclusion category-pandemic category-partnership category-reflections category-social-transitions category-transition-preparation category-transitions category-wellbeing\" data-reveal=\"bottom:no\"><a class=\"ct-media-container boundless-image\" href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/2022\/02\/05\/blog-41-supporting-transitions-during-a-pandemic-learning-from-theory-and-practice-and-looking-ahead\/\" aria-label=\"Blog 41. Supporting transitions during a pandemic: Learning from theory and practice and looking ahead\"><img decoding=\"async\" width=\"768\" height=\"255\" src=\"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2021\/05\/IMG_1565-768x255.jpg\" class=\"attachment-medium_large size-medium_large wp-post-image\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2021\/05\/IMG_1565-768x255.jpg 768w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2021\/05\/IMG_1565-300x100.jpg 300w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2021\/05\/IMG_1565-1024x341.jpg 1024w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2021\/05\/IMG_1565.jpg 1377w\" sizes=\"auto, (max-width: 768px) 100vw, 768px\" itemprop=\"image\" style=\"aspect-ratio: 16\/9;\" \/><\/a><h2 class=\"entry-title\"><a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/2022\/02\/05\/blog-41-supporting-transitions-during-a-pandemic-learning-from-theory-and-practice-and-looking-ahead\/\" rel=\"bookmark\">Blog 41. Supporting transitions during a pandemic: Learning from theory and practice and looking ahead<\/a><\/h2><div class=\"entry-excerpt\"><p>By Elizabeth F.\u00a0S. Hannah &nbsp; The past 2 years have been challenging as we have experienced periods of uncertainty in due to the COVID-19 Pandemic.\u00a0 In Blog 16. Wellbeing during COVID-19 lockdown: Meeting psychological needs (June 2020), I considered the\u2026<\/p>\n<\/div><ul class=\"entry-meta\" data-type=\"simple:slash\" data-id=\"meta_2\" ><li class=\"meta-author\" itemprop=\"author\" itemscope=\"\" itemtype=\"https:\/\/schema.org\/Person\"><a class=\"ct-meta-element-author\" href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/author\/dundeeuni\/\" title=\"Posts by UoD Web Team\" rel=\"author\" itemprop=\"url\"><span itemprop=\"name\">UoD Web Team<\/span><\/a><\/li><li class=\"meta-date\" itemprop=\"datePublished\"><time class=\"ct-meta-element-date\" datetime=\"2022-02-05T10:30:22+00:00\">5 February 2022<\/time><\/li><li class=\"meta-categories\" data-type=\"simple\"><a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/additional-support-needs-asn\/\" rel=\"tag\" class=\"ct-term-3\">Additional Support Needs (ASN)<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/collaboration\/\" rel=\"tag\" class=\"ct-term-15\">Collaboration<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/covid-19\/\" rel=\"tag\" class=\"ct-term-21\">COVID-19<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/educational-transitions\/\" rel=\"tag\" class=\"ct-term-30\">Educational Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/inclusion\/\" rel=\"tag\" class=\"ct-term-52\">Inclusion<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/pandemic\/\" rel=\"tag\" class=\"ct-term-85\">Pandemic<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/partnership\/\" rel=\"tag\" class=\"ct-term-88\">Partnership<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/reflections\/\" rel=\"tag\" class=\"ct-term-101\">Reflections<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/social-transitions\/\" rel=\"tag\" class=\"ct-term-117\">Social Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/transition-preparation\/\" rel=\"tag\" class=\"ct-term-126\">Transition preparation<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/transitions\/\" rel=\"tag\" class=\"ct-term-127\">Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/wellbeing\/\" rel=\"tag\" class=\"ct-term-135\">Wellbeing<\/a><\/li><\/ul><\/article><article class=\"entry-card card-content post-1346 post type-post status-publish format-standard hentry category-change category-covid-19 category-disrupt category-face-to-face category-higher-education category-lockdown category-mental-health category-multiple-and-multi-dimensional-transitions-theory category-navigating-change category-online-learning category-pandemos category-parents category-peers category-relatedness category-relationships category-social-connection category-transitions category-university category-wellbeing category-writing-retreats\" data-reveal=\"bottom:no\"><h2 class=\"entry-title\"><a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/2022\/01\/29\/blog-40-transitions-wellbeing-and-mental-health-experience-of-a-university-student-after-lockdown\/\" rel=\"bookmark\">Blog 40: Transitions, Wellbeing and Mental Health: Experiences of a university student after lockdown<\/a><\/h2><div class=\"entry-excerpt\"><p>By\u00a0Ben Broadhurst with Jonathan Glazzard I am currently in my third year of a degree in Primary Education. Prior to coming to university, I did not see myself as intellectually talented. Now in my third year and having completed numerous\u2026<\/p>\n<\/div><ul class=\"entry-meta\" data-type=\"simple:slash\" data-id=\"meta_2\" ><li class=\"meta-author\" itemprop=\"author\" itemscope=\"\" itemtype=\"https:\/\/schema.org\/Person\"><a class=\"ct-meta-element-author\" href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/author\/dundeeuni\/\" title=\"Posts by UoD Web Team\" rel=\"author\" itemprop=\"url\"><span itemprop=\"name\">UoD Web Team<\/span><\/a><\/li><li class=\"meta-date\" itemprop=\"datePublished\"><time class=\"ct-meta-element-date\" datetime=\"2022-01-29T01:28:24+00:00\">29 January 2022<\/time><\/li><li class=\"meta-categories\" data-type=\"simple\"><a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/change\/\" rel=\"tag\" class=\"ct-term-13\">Change<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/covid-19\/\" rel=\"tag\" class=\"ct-term-21\">COVID-19<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/disrupt\/\" rel=\"tag\" class=\"ct-term-27\">Disrupt<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/face-to-face\/\" rel=\"tag\" class=\"ct-term-37\">Face-to-face<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/higher-education\/\" rel=\"tag\" class=\"ct-term-46\">Higher Education<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/lockdown\/\" rel=\"tag\" class=\"ct-term-63\">Lockdown<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/mental-health\/\" rel=\"tag\" class=\"ct-term-67\">Mental health<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/multiple-and-multi-dimensional-transitions-theory\/\" rel=\"tag\" class=\"ct-term-70\">Multiple and Multi-dimensional Transitions Theory<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/navigating-change\/\" rel=\"tag\" class=\"ct-term-78\">Navigating change<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/online-learning\/\" rel=\"tag\" class=\"ct-term-81\">Online learning<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/pandemos\/\" rel=\"tag\" class=\"ct-term-86\">Pandemos<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/parents\/\" rel=\"tag\" class=\"ct-term-87\">Parents<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/peers\/\" rel=\"tag\" class=\"ct-term-89\">Peers<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/relatedness\/\" rel=\"tag\" class=\"ct-term-102\">Relatedness<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/relationships\/\" rel=\"tag\" class=\"ct-term-103\">Relationships<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/social-connection\/\" rel=\"tag\" class=\"ct-term-115\">Social connection<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/transitions\/\" rel=\"tag\" class=\"ct-term-127\">Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/university\/\" rel=\"tag\" class=\"ct-term-131\">University<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/wellbeing\/\" rel=\"tag\" class=\"ct-term-135\">Wellbeing<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/writing-retreats\/\" rel=\"tag\" class=\"ct-term-136\">Writing retreats<\/a><\/li><\/ul><\/article><article class=\"entry-card card-content post-1303 post type-post status-publish format-standard has-post-thumbnail hentry category-change category-child category-collaboration category-compassion category-confidence category-covid-19 category-discourse category-early-years category-educational-transitions category-emotional-resilience category-life-course category-life-transitions category-multiple-and-multi-dimensional-transitions-theory category-navigating-change category-pandemic category-parents category-partnership category-peers category-psychological-transitions category-relatedness category-relationships category-resilience category-resources category-school-closure category-sense-of-belonging category-social-transitions category-students category-support-networks category-teachers category-the-xii-pillars category-transition-preparation category-wellbeing\" data-reveal=\"bottom:no\"><a class=\"ct-media-container boundless-image\" href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/2022\/01\/15\/blog-39-the-xii-pillars-of-multiple-and-multi-dimensional-transitions-implications-for-covid-19-related-transitions\/\" aria-label=\"Blog 39: The XII Pillars of Multiple and Multi-dimensional Transitions: Implications for COVID-19 related transitions\"><img decoding=\"async\" width=\"768\" height=\"278\" src=\"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/01\/E9EC1D5E-BF2F-4A4E-A76A-82436D7FA305-1-768x278.jpeg\" class=\"attachment-medium_large size-medium_large wp-post-image\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/01\/E9EC1D5E-BF2F-4A4E-A76A-82436D7FA305-1-768x278.jpeg 768w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/01\/E9EC1D5E-BF2F-4A4E-A76A-82436D7FA305-1-300x109.jpeg 300w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/01\/E9EC1D5E-BF2F-4A4E-A76A-82436D7FA305-1-1024x371.jpeg 1024w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/01\/E9EC1D5E-BF2F-4A4E-A76A-82436D7FA305-1-1536x556.jpeg 1536w, https:\/\/sites.dundee.ac.uk\/tcelt\/wp-content\/uploads\/sites\/269\/2022\/01\/E9EC1D5E-BF2F-4A4E-A76A-82436D7FA305-1.jpeg 1920w\" sizes=\"auto, (max-width: 768px) 100vw, 768px\" itemprop=\"image\" style=\"aspect-ratio: 16\/9;\" \/><\/a><h2 class=\"entry-title\"><a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/2022\/01\/15\/blog-39-the-xii-pillars-of-multiple-and-multi-dimensional-transitions-implications-for-covid-19-related-transitions\/\" rel=\"bookmark\">Blog 39: The XII Pillars of Multiple and Multi-dimensional Transitions: Implications for COVID-19 related transitions<\/a><\/h2><div class=\"entry-excerpt\"><p>By Divya Jindal-Snape &nbsp; Our research suggests that certain dispositions and environmental dimensions can lead to successful educational and life transitions (Glazzard et al., 2020; Gordon et al., 2019; Jindal-Snape et al. 2020, 2021; Jindal-Snape &amp; Cantali, 2019; Jindal-Snape &amp;\u2026<\/p>\n<\/div><ul class=\"entry-meta\" data-type=\"simple:slash\" data-id=\"meta_2\" ><li class=\"meta-author\" itemprop=\"author\" itemscope=\"\" itemtype=\"https:\/\/schema.org\/Person\"><a class=\"ct-meta-element-author\" href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/author\/dundeeuni\/\" title=\"Posts by UoD Web Team\" rel=\"author\" itemprop=\"url\"><span itemprop=\"name\">UoD Web Team<\/span><\/a><\/li><li class=\"meta-date\" itemprop=\"datePublished\"><time class=\"ct-meta-element-date\" datetime=\"2022-01-15T19:27:24+00:00\">15 January 2022<\/time><\/li><li class=\"meta-categories\" data-type=\"simple\"><a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/change\/\" rel=\"tag\" class=\"ct-term-13\">Change<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/child\/\" rel=\"tag\" class=\"ct-term-14\">Child<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/collaboration\/\" rel=\"tag\" class=\"ct-term-15\">Collaboration<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/compassion\/\" rel=\"tag\" class=\"ct-term-17\">Compassion<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/confidence\/\" rel=\"tag\" class=\"ct-term-19\">Confidence<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/covid-19\/\" rel=\"tag\" class=\"ct-term-21\">COVID-19<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/discourse\/\" rel=\"tag\" class=\"ct-term-26\">Discourse<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/early-years\/\" rel=\"tag\" class=\"ct-term-28\">Early Years<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/educational-transitions\/\" rel=\"tag\" class=\"ct-term-30\">Educational Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/emotional-resilience\/\" rel=\"tag\" class=\"ct-term-32\">Emotional resilience<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/life-course\/\" rel=\"tag\" class=\"ct-term-61\">Life Course<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/life-transitions\/\" rel=\"tag\" class=\"ct-term-62\">Life Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/multiple-and-multi-dimensional-transitions-theory\/\" rel=\"tag\" class=\"ct-term-70\">Multiple and Multi-dimensional Transitions Theory<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/navigating-change\/\" rel=\"tag\" class=\"ct-term-78\">Navigating change<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/pandemic\/\" rel=\"tag\" class=\"ct-term-85\">Pandemic<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/parents\/\" rel=\"tag\" class=\"ct-term-87\">Parents<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/partnership\/\" rel=\"tag\" class=\"ct-term-88\">Partnership<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/peers\/\" rel=\"tag\" class=\"ct-term-89\">Peers<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/psychological-transitions\/\" rel=\"tag\" class=\"ct-term-98\">Psychological Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/relatedness\/\" rel=\"tag\" class=\"ct-term-102\">Relatedness<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/relationships\/\" rel=\"tag\" class=\"ct-term-103\">Relationships<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/resilience\/\" rel=\"tag\" class=\"ct-term-104\">Resilience<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/resources\/\" rel=\"tag\" class=\"ct-term-105\">Resources<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/school-closure\/\" rel=\"tag\" class=\"ct-term-109\">School closure<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/sense-of-belonging\/\" rel=\"tag\" class=\"ct-term-114\">Sense of belonging<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/social-transitions\/\" rel=\"tag\" class=\"ct-term-117\">Social Transitions<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/students\/\" rel=\"tag\" class=\"ct-term-119\">Students<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/support-networks\/\" rel=\"tag\" class=\"ct-term-120\">Support networks<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/teachers\/\" rel=\"tag\" class=\"ct-term-122\">Teachers<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/the-xii-pillars\/\" rel=\"tag\" class=\"ct-term-123\">The XII Pillars<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/transition-preparation\/\" rel=\"tag\" class=\"ct-term-126\">Transition preparation<\/a>, <a href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/category\/wellbeing\/\" rel=\"tag\" class=\"ct-term-135\">Wellbeing<\/a><\/li><\/ul><\/article><\/div><\/div><\/div>\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-cta-background-color has-background has-large-font-size has-custom-font-size wp-element-button\" href=\"https:\/\/sites.dundee.ac.uk\/tcelt\/posts\/\">View all posts<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":1390,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-landing.php","meta":{"footnotes":""},"class_list":["post-1622","page","type-page","status-publish","has-post-thumbnail","hentry"],"blocksy_meta":[],"_links":{"self":[{"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/pages\/1622","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/comments?post=1622"}],"version-history":[{"count":7,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/pages\/1622\/revisions"}],"predecessor-version":[{"id":1645,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/pages\/1622\/revisions\/1645"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/media\/1390"}],"wp:attachment":[{"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/media?parent=1622"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}