Developing social and school facilitators for a positive school transition through a Sport Education and Service-Learning programme

Abstract

ABSTRACT Background: The transition from primary school to secondary school has negative effects on a significant part of the student body, such as a substantial decrease in self-esteem, motivation, academic performance and the risk of bullying and school dropout school. Social support and school factors are positively associated with transition success; thus, they need to be strengthened in transition programmes. In this sense, the application of pedagogical models that address affective and social domains could set a suitable framework to develop positive transition programmes. Purpose: The aim of this work was to test the impact of a programme consisting in a Service-Learning experience embedded in a Sport Education season on social and school transition facilitators within a positive school transition framework. Methods: A total of 17 teachers, 130 secondary school students (age: 15–16), and 305 primary school students (age: 11–12 years) across five established Sport Education networks participated in this study. The networks were composed of one secondary school group and between two and four primary school groups. The programme comprised between 18 and 21 physical education lessons for each secondary school group, and between 14 and 18 physical education lessons for each primary school group. The data were obtained in multiple time points through focus groups with students and primary school teachers, interviews with secondary school teachers and researchers’ field diaries. Findings: Results evidenced the development of facilitators in the social and school factors. Regarding the social factor, the programme created a positive relationship between primary school and secondary school students and increased quantity and quality of the relationship between students of the same age, as well as expectations of social support in the new stage. Within the school factor, the development of facilitators of school connectedness and a feeling of safety was verified. A shift in primary school students’ ideas and expectations about the transition was identified, which included a greater sense of security and more positive expectations. Conclusions: The Sport Education Service-Learning programme appears to be effective in developing school and social facilitators to promote positive school transition. Results suggest that Sport Education facilitates a positive and respectful relationship between equals, while Service-Learning is a highly suitable framework for relationships with older students. The long-term impact on social relationships established during programmes with a positive focus is suggested as prospective research.