Bridging the Gap: Applying Helen Paterson’s Transition Model to Local Government Change

Change is a constant in public service. Whether it’s local government reorganisation, devolution, or a shift in political leadership, transitions can be turbulent. But what if we could learn from a different domain—education—to better understand and manage these shifts?

Helen Paterson’s 2004 PhD thesis, Transition: By Bridging Through Education, offers a compelling framework for understanding transition as a process of bridging. Though her research focused on children entering formal education, the underlying principles of her model are surprisingly relevant to adults navigating institutional change. This blog explores Paterson’s model, its outcomes, and how it can be applied to local government transitions to support staff, leaders, and communities through periods of uncertainty.

Understanding Paterson’s Transition Model

Paterson’s thesis investigates how children experience the transition into full-time education, arguing that successful transitions are not merely about readiness or adaptation, but about bridging—creating meaningful connections between past, present, and future experiences.

On page 163, Paterson presents a conceptual model that encapsulates this idea. The model is built around three key components:

1. Continuity and Discontinuity

2. Bridging Mechanisms

3. Outcomes of Transition

Let’s break these down.

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1. Continuity and Discontinuity

Paterson identifies that transitions inherently involve both continuity (what stays the same) and discontinuity (what changes). In the context of children starting school, continuity might include familiar routines or relationships, while discontinuity could involve new environments, expectations, or social dynamics.

In local government, this duality is equally present. A reorganisation might retain core services (continuity) while altering governance structures or leadership (discontinuity). Recognising both elements is crucial: too much discontinuity can lead to instability, while too much continuity may hinder necessary transformation.

2. Bridging Mechanisms

At the heart of Paterson’s model is the concept of bridging—the deliberate creation of links between the old and the new. These mechanisms can be:

• Structural (e.g., induction programmes, shadowing, phased transitions)

• Relational (e.g., mentoring, peer support)

• Cultural (e.g., shared values, rituals, narratives)

In education, these bridges help children feel secure and supported. In local government, they can help staff and stakeholders navigate change with confidence and clarity.

3. Outcomes of Transition

Paterson outlines several outcomes that indicate a successful transition:

• Sense of Belonging: Feeling part of the new environment

• Agency: Having a voice and influence in the process

• Continuity of Identity: Maintaining a coherent sense of self

• Engagement: Active participation in the new setting

These outcomes are not just relevant to children—they are deeply human needs. In times of organisational change, fostering these outcomes can make the difference between resistance and resilience.

Applying the Model to Local Government Transitions

So how can Paterson’s model inform practice in local government? Let’s explore three common scenarios: reorganisation, devolution, and leadership change.

1. Local Government Reorganisation

Reorganisations often involve merging departments, redefining roles, or even creating entirely new authorities. These changes can be disorienting and demoralising if not managed well.

Using Paterson’s model:

• Continuity: Identify and preserve core values, successful practices, and key relationships. Communicate what will remain stable.

• Bridging Mechanisms: Introduce cross-team working groups, shared training sessions, and joint planning exercises to build new connections.

• Outcomes: Monitor staff engagement, sense of belonging, and feedback to assess how well the transition is being experienced.

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Example: When two councils merge, creating a shared narrative about the new organisation’s purpose—drawing from both legacies—can help staff feel part of a unified future.

2. Devolution and Shifting Powers

Devolution brings new responsibilities and opportunities, but also uncertainty. Local authorities may gain powers over transport, housing, or health, requiring new skills and partnerships.

Using Paterson’s model:

• Continuity: Emphasise the authority’s existing strengths and community knowledge.

• Bridging Mechanisms: Facilitate learning exchanges with other devolved areas, and create forums for staff to explore new roles and responsibilities.

• Outcomes: Support staff in developing a sense of agency and ownership over the new agenda.

Example: A combined authority receiving devolved powers could run “transition labs” where staff co-design new service models, fostering engagement and innovation.

3. Change of Political Leadership

A new administration can bring shifts in priorities, tone, and expectations. This can be energising—or unsettling—for officers and partners.

Using Paterson’s model:

• Continuity: Reinforce the non-partisan values of public service and the long-term goals that transcend political cycles.

• Bridging Mechanisms: Hold joint workshops between members and officers to build mutual understanding and trust.

• Outcomes: Encourage open dialogue to ensure staff feel heard and valued, even amid change.

Example: After a local election, a council could host a “visioning day” where new leaders and staff co-create a shared roadmap, aligning political ambition with operational realities.

Lessons for Leaders and Practitioners

Paterson’s model offers several key insights for those leading or experiencing change in local government:

1. Transition is a Process, Not an Event

Change doesn’t happen overnight. Leaders must think beyond the formal “go-live” date and invest in the ongoing work of bridging—before, during, and after the transition.

2. People Need Support to Navigate Discontinuity

Disruption is inevitable, but it doesn’t have to be destructive. By acknowledging what’s changing and what’s staying the same, organisations can help people make sense of the journey.

3. Relationships Are the Glue

Whether it’s a child meeting their new teacher or a council officer adapting to a new portfolio, relationships are central to successful transitions. Investing in trust-building pays dividends.

4. Identity Matters

People bring their histories, values, and aspirations to work. Helping them maintain a sense of identity through change fosters resilience and commitment.

Conclusion: Bridging for the Future

Helen Paterson’s work reminds us that transition is not just about structures or systems—it’s about people. Her model, though rooted in early education, offers a powerful lens for understanding how individuals and organisations move through change. For local government professionals, the message is clear: successful transitions require more than strategic plans and project timelines. They require empathy, connection, and a commitment to bridging the gap between what was and what will be. As councils across the UK continue to evolve—through reorganisation, devolution, or political change—Paterson’s insights offer a valuable guide. By focusing on continuity, building bridges, and nurturing outcomes like belonging and agency, we can create transitions that are not only manageable but meaningful.