Transition To Secondary School Research Articles

Parental warmth in mother-child dyads and children’s emotional adjustment during secondary-school transition: a longitudinal investigation on bidirectional relationships

AbstractThe transition from primary to secondary school affects children’s psychological functioning, necessitating resources for (post-)transition adaptation. Maternal warmth serves as a valuable resource, buffering against negative transition effects on emotional adjustment. Nevertheless, little is understood about the bidirectional effects of (divergent) mother-child reports on emotional adjustment during the transition to secondary school. Data from 2101 German children (48.8% female, Mage T1 = 8.57, SDage = 0.58) and their mothers (Mage T1 = 36.28, SDage = 4.49) from the pairfam panel, collected over seven annual waves from the children’s 3rd to 9th grades, were used. Random intercept cross-lagged panel models were employed to examine within-family cross-lagged effects. The findings suggest that early in the transition to secondary school, low levels of maternal warmth and heightened emotional problems in children tend to co-occur and mutually reinforce each other over time. However, discrepancies in perceptions between mothers and children appear to have positive normative consequences rather than enduring negative impacts on children, particularly before the transition to secondary school. The results are discussed considering the progressing school transition, with additional developmental changes, such as puberty, potentially leading to changes in perceived and actual maternal warmth and emotional problems in children.

Believing that difficulty signals importance improves school outcomes by bolstering academic possible identities, a recursive analysis.

Identity-based motivation theory predicts that how sure students are of attaining their academic possible identities (possible identity certainty) interacts recursively with the inferences they make thinking about schoolwork feels hard-this is important for me (difficulty-as-importance) and this is just not for me (difficulty-as-impossibility). Recursivity implies bidirectionality across time points. To date, studies primarily from the U.S. and China only document a shift up or down from one time to a second time. We address this method gap with a three-time-point, two-month study during a secondary school transition (Chinese students N = 818, Mage = 12, 44% female). We obtained prior grades (T0) and placement test scores (T1+). Students filled out questionnaires at critical junctures: a month before the placement test (T1), the day test results were announced (T2), and after learning their school placement (T3). Across three time points, structural equation model results show bidirectional paths linking academic possible identity certainty and difficulty-as-importance beliefs. Controlling for prior grades, students higher in possible identity certainty at T1 scored higher on their placement tests at T1+. Students with higher T1+ placement test scores had higher difficulty-as-importance at T2, controlling for T1 their difficulty-as-importance score. Students with higher T2 difficulty-as-importance had higher T3 possible identity certainty, controlling for their T2 possible identity certainty score. The reverse was also true-students with higher T2 possible identity certainty had higher T3 difficulty-as-importance, controlling for their T2 difficulty-as-importance score. In contrast, controlling for prior scores, from T1 to T2 and T2 to T3 possible identity certainty and difficulty-as-impossibility were unidirectionally related. Students with higher possible identity certainty had lower difficulty-as-impossibility beliefs and not the reverse. Taken together, our results support a recursive process by which difficulty-as-importance beliefs support academic goal pursuit by bolstering students' certainty of attaining their possible identities and certainty reduces difficulty-as-impossibility beliefs.

Evaluation of a novel primary to secondary school transition personal and social education programme

ABSTRACT Equipping young people with the skills they need to navigate the challenges they face when transitioning from primary to secondary school is a widely recognised problem, especially in the post-Covid period. This paper reports an evaluation of a programme (Toolkit Programme) to support children in this transitioning, which is novel in being taught in school by youth workers from a youth centre local to two London primary schools. The programme aimed to increase abilities to overcome challenges and improve wellbeing, self-esteem and relationships with peers and with the wider community and sense of safety. This brief in-depth evaluation focussed on the context, processes and outcomes of this programme using mixed methods: fifty-six pupil questionnaire (measures and written comments), twenty-four pupil focus group interview, four class teachers, a head and deputy head teachers and three youth worker interviews. The findings of this external evaluation extended the positive results from the previous internal formative programme evaluations. It raised issues about the timing of the Toolkit programme and the links between youth workers/youth centres and teachers/schools. This paper discusses significant issues and implications about: the contribution of youth centre/club – school partnerships, the place and importance of personal and social education in the primary school curriculum and disseminating the good practice shown in this evaluation.

Transitions from primary to secondary school in Greater Manchester: A qualitative exploration of the perspectives of Year 6 children who receive pupil premium funding

AbstractPrimary–secondary school transitions are widely recognised as pivotal developmental periods, which can have positive and negative longitudinal implications on the education, wellbeing and mental health of children. Yet few studies have sought the voice of children through interviews, and especially children in receipt of pupil premium funding (PPF) (a government grant given to schools in England to support disadvantaged pupils from low socio‐economic status [SES] backgrounds). This is concerning, given that children who receive PPF are at greater risk of poorer academic, social and emotional outcomes and exclusion during this time. Our study aims to explore the perspectives of such children to better understand their lived experience of primary–secondary school transitions. The sample consisted of nine Year 6 (last year of primary school in England) children who received PPF, recruited from two schools in Greater Manchester. The children participated in semi‐structured Zoom interviews. Transcribed audio‐recordings were analysed using reflexive thematic analysis. The children discussed a mixture of contrasting feelings towards the emotional, social, academic and practical aspects of primary–secondary school transitions. In addition, children highlighted the supportive value of having older siblings, cousins and friends already at secondary school and discussed the range of support that had been offered by their schools and how this could be improved. The study makes a unique empirical contribution to understanding the lived experiences of children in receipt of PPF leading up to primary–secondary school transitions. In doing so, we make a unique theoretical contribution to multiple and multi‐dimensional transitions theory in exploring the impact of wider social factors, such as SES, on primary–secondary school transitions experiences. This understanding has important implications for educational policy and practice, in addition to further research, especially given the methodological, theoretical and conceptual considerations discussed.

Antecedents and consequences of student academic worries about the secondary school transition

This longitudinal study examined the possible antecedents and consequences of academic worries about the secondary school transition. It had two main goals. The first goal was to examine bidirectional links between student academic worries and their academic amotivation and test anxiety during the last two years of primary school (Grades 5 and 6). The second aim was to investigate the contribution of these factors to student school functioning after the transition. A sample of 341 students (49 % boys; Mage = 10.78) and one of their parents took part in the study. Results of structural equation modeling revealed that test anxiety positively predicted academic worries; academic worries positively predicted amotivation in Grade 6; academic worries and amotivation negatively predicted achievement and positively predicted academic maladjustment in secondary school; and test anxiety positively predicted academic maladjustment in secondary school. Implications for school-based interventions are discussed.

Beyond Linear Effects: Multiple Perspectives of Mother–Adolescent Positive Parenting & Adolescent’s Problem Behavior

Discrepancies among family members’ ratings on aspects of family functioning are challenging both, methodological and interpretational. Family members’ perspectives and their discrepancies are indicators of family functioning, affecting adolescents’ psychological development. Previous research focused on linear effects, ignoring that rather extreme than the small differences in ratings might be associated with higher levels of problem behaviors, indicating a negative development. Based on 947 German mother-adolescent-dyads, this study examined how level and discrepant parenting ratings on parental warmth relate to early adolescents’ problem behaviors (3rd–6th), using LCSMs to assess the level as well as linear and quadratic discrepancy effects. This study showed that before secondary school-transition, high mother-adolescent levels in parental warmth negatively predicted emotional and social problems. After the transition, very high levels of discrepancies positively predicted problem behaviors, when modelled as quadratic effects. The study not only highlights the consideration of multiple perspectives but also the type of modeling.

CRISIS SITUATION AND THE CHALLENGES OF PRIMARY SECONDARY SCHOOL TRANSITION IN THE ENGLISH SPEAKING REGIONS OF CAMEROON

The study aims to identify the challenges that affect primary secondary school transition in crisis situations in the English-speaking regions of Cameroon. The attacks on students and teachers, forcing schools to close, destruction of teaching and learning facilities by Anglophone non-state armed groups have affected the transition from primary to secondary schools. Several hundreds of school children and students have dropped out of school as a result of the crisis that started in 2016. The dropout of students from schools because of the crisis motivated the researchers to carry out this study. The study made use of a qualitative research design. An interview guide was used for individuals and for focus group discussions to collect data. The sample was 60 participants including school dropouts, heads of households, school administrators, civil society, and religious authorities. The purposive sampling technique was employed to select the respondents. Data collected from the respondents was analysed using thematic content analysis. The results indicate the social and cultural norms, economic and systematic factors that limit primary secondary school transition, programmes implemented, and ways to prevent students from leaving schools before completing their studies. All children after finishing primary school would like to enroll in secondary education. The ministries of education should formulate policies and take appropriate measures that will meet international expectations and standards for effective transition from primary to secondary school in Cameroon. Children get the best of their future through education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

Mental health, bullying and school connectedness: A comparative analysis of school transition at age 11 from within the Welsh education system

AbstractWhile transition from primary to secondary school is a positive experience for many young people, for others, it may be a difficult period of adjustment. Socioeconomic status (SES) may influence the likelihood of a positive or negative transition experience owing to differences in psychosocial (self‐esteem, self‐efficacy, social support) and flexible (cultural capital, financial support, power) resources to respond to the challenges presented by a new school environment. Welsh all‐age schools do not have a typical primary to secondary school transition and offer an opportunity for comparative analysis to explore the impact of transition on young people. This analysis used multilevel and structural equation modelling to assess differences in mental health and bullying outcomes in year 7 (first year of secondary education) in young people in all‐age schools compared with those in secondary schools. It also considered whether school connectedness might explain these differences. It found that school type did not significantly predict outcomes at a population level; however, there was evidence of an interaction between SES and school attended for some outcomes. Peer problems, conduct problems and bullying victimisation were lower for children with low SES when attending all‐age schools. For children with high SES, the same outcomes tended to be more positive if the children attended secondary schools. There was no evidence that school connectedness mediated the relationship between school type and mental health or bullying outcomes. Findings provide tentative evidence that all‐age schools may act to reduce health inequalities caused by SES.

Lower-to-upper secondary school transition: a Bayesian Lasso approach in data modelling

Lower-to-upper secondary school transition: a Bayesian Lasso approach in data modelling

Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset

AbstractPrevious research suggests that primary–secondary school transitions can be problematic, with some children experiencing a negative impact on academic outcomes and a decline in wellbeing. The negative impact of primary–secondary transition experiences can be long term and lead to young people not completing high school with implications for their subsequent education and employment. However, there are several gaps in existing studies as a result of weak research designs, small samples and the timing of data collection. To better understand children's primary–secondary school transition experiences and the factors which may impact on them, we undertook secondary analysis of data from the Growing Up in Scotland (GUS) study. The analysis focused on data collected when children were in the penultimate year of primary school (Primary 6/P6) and then when they were in the first year of secondary school (Secondary 1/S1). This led to a final sample size of 2559 children and their parents. Results contradict many previous studies which tend to find primary–secondary transitions as overwhelmingly negative. In contrast, we found that 36% of children experienced a positive transition and 42% a moderately positive transition, with only 22% children experiencing a negative transition. This is the first large‐scale, longitudinal and contemporaneous study able to provide a clear proportion of children with positive, moderate and negative transition experiences. Several factors seemed to play a part in children's transition experiences, namely gender, religion, household composition, socioeconomic status, child expectations, schoolwork, and relationships. Implications and recommendations for research, policy and practice have been outlined. Context and implications Rationale for this study: Primary–secondary school transitions are considered to have a detrimental impact on educational and wellbeing outcomes. However, previous studies have several limitations and a more robust analysis of a longitudinal dataset with a large sample was required. Why the new findings matter: This study has highlighted that the majority of children had a positive or moderately positive transition experience. It clarified which factors might influence whether children will have positive or negative transitions. Implications for practitioners, policy makers and researchers: Findings suggest the importance of practitioners and policy makers acknowledging the myriad factors occurring alongside and potentially influencing a child's transition experiences. Similarly, it is important to be mindful of strategies to promote children's positive relationships in both primary and secondary school, especially with their teachers. Further, children's participation in sports, clubs and youth groups should be encouraged. Children's anxieties and misconceptions about transitions should be addressed in a timely manner, including enhanced transition for those with higher levels of concern or anxiety. Fostering and maintaining good school–parent relationships, through timely and relevant communication can facilitate positive transitions.The findings suggest the importance of undertaking research to understand how children from less advantaged socioeconomic backgrounds can be better supported. Similarly, research should be undertaken to understand why some children have negative expectations and are less positive about secondary school. Further, future research should focus on analysing GUS data, including that from S3 and S6, and linking it with administrative data related to attainment and wellbeing.

Educational identity statuses: Stability and change across the secondary school transition

The transition from secondary to tertiary education is important for educational identity development, as adolescents make choices regarding their academic track and vocational profile. The present study used Latent Transition Analysis to examine stability and change in identity statuses around the school transition, using questionnaire data from the Educational Identity Processes Scale in the Dutch educational context. Additionally, this study examined the extent to which the social context, characterized by positive relationship quality with parents and friends and school belonging, affects adolescents’ identity status and the probability of making a progressive shift toward identity coherence. These questions were examined in late adolescence ( N = 204, 75.0% female, Mage T1 = 17.7 years) across two time points 1 year apart. Findings indicated that most adolescents were in an identity coherence status, while a sizable minority was in an identity crisis status. Patterns of stability and change between statuses indicated that most adolescents remained in the same status, but when change did occur it was more often progressive from crisis into coherence than from coherence into crisis. Finally, a positive social context seemed to be an important factor to promote more optimal educational identity development.

Conceptualising the Primary to Secondary School Transition within the Theoretical Framework of Ecosocial Theory

Conceptualising the Primary to Secondary School Transition within the Theoretical Framework of Ecosocial Theory

Impact of COVID‐19 pandemic on secondary school teaching staff and primary to secondary transitions

AbstractIn common with many countries, UK schools closed for most pupils for periods between March 2020 and March 2021 because of the Covid‐19 pandemic, with significant implications for school education and the primary to secondary school transition. The transition to secondary school occurs at a crucial time of child development, with evidence suggesting transition may have a range of impacts on pupil wellbeing and academic performance. We wanted to understand how the pandemic had affected secondary teaching staff and their pupils during the move to secondary school. The study involved semistructured interviews with transition leaders from 12 secondary schools with subsequent thematic analysis. The findings of the study include; potential benefits from the digitalization of teaching practice; improving both pupil inclusion and staff efficiency, an enhanced interface with new parents resulting from virtual tours and open evenings, implications for the scope of existing teacher training with regard to virtual learning and concerns over pupil wellbeing, with increased levels of anxiety and a lack of emotional intelligence resulting from lockdowns. The study concludes that whilst the overall impact of the pandemic was probably detrimental to pupils' education and transitions practice, some potentially significant educational opportunities have arisen.

Creating year 7 bubbles to support primary to secondary school transition: a positive pandemic outcome?

ABSTRACTIn this paper, we explore the benefits of new forms of in-school grouping for children moving from primary to secondary school during the COVID-19 pandemic in England. Our three-phase study with over 400 students and teachers found that protective measures to limit COVID-19 though year group ‘bubbles’ generated an environment more aligned to children’s previous primary school experience. This natural experiment smoothed the process of transition by providing a better correspondence with students’ developmental needs, especially for those on the cusp of adolescence. We recommend that physical, administrative and pedagogical school structures are reimagined for this age group to this end.

Identity development across the transition from primary to secondary school: The role of personality and the social context

ABSTRACT The secondary school transition may be important for identity change. We investigated identity change and subgroups therein, and whether personal and environmental factors explain subgroup membership. Data was used from four timepoints across the last year of primary and first year of secondary school from 241 adolescents (M age = 11.6, range 10.5–12.8). Identity change was generally in the direction of higher pre-transition commitment and lower post-transition commitment and exploration, with most change as well as differences therein manifesting post-transition. Neuroticism and best friend support did not predict group membership; parental support predicted more adaptive change. These findings suggest educational identity change around the transition and especially during its runup is relatively normative, with strong expectations of how adolescents should change.

Teacher Perspectives on Primary-Secondary School Transition Projects During the COVID-19 Pandemic.

Opportunity areas are primarily selected to improve the social mobility of citizens using education. This paper explores teachers' perspectives on school transitions, particularly emphasizing the role of school transition intervention activities in supporting students' resilience, behavior, academic understanding, and positive parental involvement. Informed by Multiple and Multi-dimensional Transitions (MMT) theory, the paper focuses on the outcomes of school transition intervention activities applied to new Year 7 students in a UK opportunity area. Data was collected through document review, teacher survey, and semi-structured interviews. As a result, 14 interventions were identified, such as a summer school program, peer mentoring, and interschool visits, aiming to make primary to secondary school transition smoother. However, the findings suggested that many schools did not employ some of the school transition intervention projects. Moreover, the data indicated that the COVID-19 pandemic negatively affected the implementation of many of the school transition projects. The paper contributes to understanding the impact of school transition projects on students' confidence, wellbeing, and academic achievement.

Adjusting to and thriving in a new school: Role of students’ expectations, educational attitudes, and resilience during secondary school transition

ABSTRACT For some students, the transition from primary to secondary school is a difficult and stressful event that can have potential negative effects on their psychological wellbeing, social adaptability, and academic achievement. Although several individual, environmental, and family protective factors have been investigated, direct and indirect contributions of expectations and educational attitudes on resilience have not yet been fully explored. In the present study, using a sample of 744 (8 schools, Study 1) and 39 (3 schools, Study 2) 8th grade (day or boarding) secondary school students in Uganda, we initially explored: (1) gender and residence status differences in transitioning students’ resilience and educational attitudes, (2) predictive effects of educational attitudes, gender and residence status on resilience, (3) the direct and indirect effects of educational attitudes and expectations on resilience, and (4) the students’ perspectives about the transition process. In study 1, data were collected using self-report questionnaires whilst in study 2 data were collected from focus group discussions. Quantitative results indicate that (i) girls reported to have received more physical care for better adjustment than boys, whilst day and male students reported to have received more psychological care during school adjustment than their counterparts, (ii), residence status was a stronger predictor of resilience than were gender and educational attitudes, and (iii) student’s expectations had direct and indirect effects on resilience through educational attitudes. Results of the thematic analyses show that transitioning students have unrealistic expectations and mixed feelings during adjustment. To foster resilience of transitioning students, schools could cultivate a culture of high realistic expectations, peer connectedness, and positive educational attitudes, as well as organize several transitional strategies and activities that involve parents throughout the first year of lower secondary school.

The psychological impact of the secondary school transition on families of autistic children

The transition from primary to secondary school is a stressful period for autistic individuals. However, less is known about parental experiences of the school transition, and its impact on the family. This study explored mothers’ perspectives on the psychological impact of the transition to secondary school for their autistic children and their families. Using Interpretative Phenomenological Analysis, semi-structured interviews were analysed to explore the experiences of eight mothers of autistic children at the end of their child’s first year in secondary school. The analysis revealed two superordinate themes: lack of available support and detrimental psychological impact on the family. Mothers reported the negative impact the transition had on themselves, their child, and the wider family. The importance of pre- and ongoing transition support was highlighted to reduce the concerns of children and their parents throughout the transition process. The findings highlighted the need for autism-specific individualized guidance, as well as considering the potential for transition issues to impact on siblings.

Short communication: The development of loneliness across the transition from primary to secondary school

The transition from primary to secondary school is an impactful life event for early adolescents. This life event is hypothesized to be associated with increased feelings of loneliness, as it is often associated with changes in adolescents’ social network. However, this hypothesis has not been empirically tested so far. The present study aimed to fill this gap in the literature. A sample of 330 early adolescents (MageW1 = 10.73, SD = 0.46) were followed for three years. Between the second and the third wave, the secondary school transition occurred for most of the adolescents in the sample. Multi-level models with random intercepts were used to model the change in loneliness. A cross-level interaction was included to examine whether these changes in loneliness were associated with the secondary school transition. The results showed that loneliness decreased across the three waves for all adolescents. This decreasing developmental trend was not moderated by the secondary school transition. Our findings do not show that the secondary school transition is associated with increases in adolescent loneliness. That is, the decreasing developmental trend of loneliness across the three waves was the same for all adolescents. (189 words)

A systematic literature review of child self-report measures of emotional wellbeing during primary to secondary school transitions

A systematic literature review of child self-report measures of emotional wellbeing during primary to secondary school transitions