Transition To Secondary School Research Articles

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.

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

School transition and SEND: Investigating parental accounts of their child’s primary to secondary school transition experience through the use of Mumsnet data

Previous research on school transition has highlighted how it can be a particularly difficult time for children with special educational needs and disabilities. In addition, parental involvement in the transition is seen to be an important factor in facilitating a positive transition. This study aimed to investigate the factors that impact the school transition experience of children with SEND, through the use of Internet forum data and the perceptions and experiences of parents. A total of 12 threads from the internet-based forum website Mumsnet were selected and analysed containing 127 posts from 46 different users. The keywords ‘School transition’ and the selected chosen topics of ‘SEN’, ‘SN Children’ and ‘SN teens and young adults’ were used to search for relevant forum threads. Forum threads were then analysed using Reflexive Thematic Analysis. The themes generated were ‘Proactive parents’, ‘Child-focused: Understanding and addressing the individual child’s needs and concerns’, and the overarching theme of ‘Sufficient preparation’ with the themes ‘Preparation pre-transition’ and ‘Preparation post-transition’. Understanding the parent’s role in school transition can help to support other parents to better support their child; the advice of other parents and suitable methods they have found to support their children can be suggested to others. Recognising the issues will also be useful in improving the support within schools

Examining Secondary School Choice Processes as a Predictor of Adjustment After the School Transition.

The secondary school transition is an important moment in adolescents' lives. Taking a prospective approach, the present study examined whether educational identity regarding a secondary school choice and own and parental expectations during the last year of primary school predicted post-transition school and psychological adjustment in Dutch adolescents (N = 314, Mage = 11.58). Additionally, the study qualitatively examined the reasons adolescents gave for their school choice, and linked these reasons to exploration behavior and post-transition adjustment. Identity processes and expectations predicted adjustment. Adolescents mostly reported multiple reasons for their school choice, with educational, practical, and social aspects of secondary schools appearing most important. The number of reasons mentioned was associated with pre-transition exploration behavior.

Primary to secondary school transition of learners with traumatic brain injuries in the Cape metropolitan area: A learner perspective

AIM: This study explores the lived experiences of adolescent learners with Traumatic Brain Injuries (TBI) from a low to middle-income context when they transition from primary to secondary school. An understanding of the insider perspective of this school transition process sought to illuminate the factors that facilitate or hinder learners' primary to secondary school transition. METHOD: An interpretive phenomenological research design was used. Four participants were purposively selected. The data collection method included semi-structured face to face interviews. Data were analysed inductively using Burnard's Framework. Four themes emanated from the data including: changes in functioning; personal resources; enabling external support structures and gaps in support structures. RESULTS: For learners with TBI, there are factors that facilitate a positive primary to secondary school transition including them drawing on personal resources and the support that they receive from enabling external support structures. Barriers to the school transition following a TBI, include the changes in physical, mental, and social functions that impact on adolescents' ability to fulfil their learner role as well as gaps in the provision of support within the multi systems within the learners' environment. CONCLUSION: Members of the multidisciplinary team, should adopt a learner-centred approach for interventions that seeks to prepare and support learners with TBI for their primary to secondary school transition. Planning the primary to secondary school transition should seek to prepare the learner, and those in the learner's context.

Students’ Inattention Symptoms and Psychological Need Satisfaction During the Secondary School Transition: The Protective Role of Teachers’ Involvement

Objective: This study examined the prospective relationship from student inattention symptoms to changes in their psychological need satisfaction (PNS) during their transition to secondary school. In doing so, it has explored whether this temporal association was moderated by teachers’ involvement (TI). Method: A sample of 688 students (46% male; Mage = 11.82) followed in Grade 6 and Secondary 1 was selected from a stratified random list. Results: Inattention symptoms predicted a decrease in autonomy and competence need satisfaction, after adjusting for gender, anxiety, aggression, and PNS at baseline. In addition, TI in Secondary 1 attenuated the association between inattention and autonomy need satisfaction decline. TI also predicted a smaller decrease in competence need satisfaction, over and above the contribution of inattention. Conclusions: Results support the importance of TI in PNS of students who are struggling with inattention throughout a critical transition. Implications for educational practices and research are discussed.