Factors influencing student transition from elementary to middle school

Abstract

ABSTRACT The unintended academic and social consequences for students experiencing the transition from elementary to middle school have been well documented. A mixed method study was conducted to examine the perceptions and attitudes of 6th grade students, parents, and teachers from four middle schools in a large suburban school district in Southeastern Texas. Utilising data from surveys and focus groups, this study investigated the academic, procedural, and social factors influencing students’ transitions to middle school. Findings indicated positive perceptions from stakeholders on most aspects including choosing and changing classes, having new teachers and friends, obtaining good grades, and experiencing increased expectations. The negative perceptions focused on students being made fun of and safety at school. The results of the study have direct implications for school administrators and the policies to influence the transition process to middle schools in terms of vision, beliefs, and student expectations.