The transition from primary to secondary school can be exciting, daunting, or both.
By Ms Jacqueline M. Frei and Amanda J. Pooley
Abstract
The transition from primary to secondary school can be exciting, daunting, or both. Alongside a change in schooling environment (students are likely to attend a new campus, if not an entirely new school), attending secondary school also requires students to navigate changes in their friendship and peer groups, and have increased responsibility and autonomy for their academic outcomes. These changes can impact student mental health, as well as academic achievement.
Research has identified individual-related factors that can promote the successful transition to secondary school, such as friendships and sense of belonging, while lower self-esteem can hinder the transition process. Finally, school-related factors which are specific to each secondary school can also impact the transition process for students, such as school connectedness and educator support which can promote a successful transition. To help students thrive during the transition from primary to secondary school, strategies that educators, parents and students can implement are outlined.
Statement of Problem
The transition from primary to secondary school can result in both positive and negative experiences for students[1]. However, boys and girls may experience this transition differently. For example, boys report more school-based problems[2], and feeling less prepared compared to girls[3]. Whereas girls report a greater sense of belonging[4] and greater liking of school; though, they also have higher levels of anxiety regarding this change before and after transition[5].
Over and above these gender-based differences, all students report concerns over social changes after the transition to secondary school[6]. Specifically, a students’ sense of belonging is important. Lower sense of belonging has been associated with social disconnection and poor academic achievement[7]. However, while establishing friendships and fitting in are concerns for students, they are less prevalent compared to school-specific concerns and reduce in severity soon after transition[8]. Coffey[9] found that younger students who experience peer mentoring or who know older adolescents at secondary school have an improved sense of belonging and social connection.
Regardless of all other factors, feeling connected to and supported by peers is extremely important for maintaining improved well-being after transition to secondary school[1]. Peer groups and supportive friendships can encourage a successful transition, with higher levels of connection to schooling likewise related to increased social, emotional, and academic functioning[2]. Maintenance of old friendships from primary school may also be protective against mental health difficulties, such as stress and loneliness[3].
The school environment has been identified as significant for a successful transition to secondary school.
The school environment has been identified as significant for a successful transition to secondary school. For example, one study found that students’ sense of safety at school and school connectedness have been found to predict better emotional and mental well-being[4]. Educator support is a pertinent factor in the transition process[5]. It is perceived by students as more available in the earlier years of secondary schooling[6], when educator support would be most impactful and necessary. Importantly, educator support has been found to promote positive emotional well-being[7].
Educators are well placed to identify risk factors for a difficult transition and can therefore flag students who may require additional academic or social support. This is especially applicable to students transitioning from prep to senior campus within the same school, where information can be provided to the Year 7 class teacher. In addition, educators who are engaged with transition programs are more likely to have the time and resources to provide more support to students[8].
The way a student relates to learning, otherwise known as academic self-concept, can change during the transition period. Some studies have found academic self-concept to decrease from primary to secondary school[9]. Although a drop in academic outcomes is not unusual after the transition to secondary school, with one study even finding that post-transition students can be several months behind with their academic progress[10], students’ adjustment during and after transition is potentially more affected by their own ability to cope with the transition[11]. For example, Topping[12] found that a decrease in self-esteem, occurring during transition, may contribute to reduced academic success and increased stress. Students’ academic success in secondary school has also been predicted by student-identified level of support, emotional reactivity, and impact of negative emotions[1]. This study further suggests that greater support and adaptive coping skills (specifically, emotional stability) were associated with successful academic functioning after transitioning to secondary school.
Early adolescence is associated with common psychological difficulties, such as anxiety and depression[2], and a difficult transition to secondary school has been associated with poorer mental health[3]. However, a growth mindset (which is, viewing one’s ability as being able to improve with effort) may assist with well-being and academic functioning in the school context, during the transition from primary to secondary school[4]. Nurturing a growth mindset can positively impact student psychological well-being, leading to reduced anxiety and depression levels[5]. Growth mindset can also improve academic success for lower achieving students[6].
While the transition from primary to secondary school can be difficult, over two thirds of students experience a successful transition and most adjust within a short period of time[7]. However, strategies can be implemented by all stakeholders to further assist all students and better support those experiencing a difficult transition.
Three strategies for educators
- Teacher support – With support from their organisation/head of department, Year 7 class teachers could focus on providing a supportive and connected environment for transitioning students. This is imperative, as educator support is associated with improved academic functioning and psychological well-being[1].
- Scaffolding for the secondary school environment – Educators can provide additional support, such as explicit instructions in class or help with organisation (resources for class, or location of classrooms), to aid with successful transition[2].
- Growth mindset – Foster a growth mindset for students, particularly those experiencing lower or reduced academic success[3]; for example, by setting achievable goals for students and discussing setbacks as a learning opportunity. Teachers can also encourage students’ efforts to learn and assist students with problem-solving where the effort either leads to attaining the desired goal or moving towards it; for example, discuss different methods to solve a maths problem.
Six strategies for parents
- What to expect – Parents can communicate knowledge about the secondary school to their child, so students know what to expect and how to prepare[1].
- Organisational demands – Parents can assist their child with problem-solving organisational difficulties. For example, if students are having difficulty being organised, you may want to assist them to create a ‘launching pad’. This is a specific place at home where the child packs and leaves their school bag, ensuring it is set up for the next morning. This strategy is particularly useful for children who are forgetful or often rushed in the morning[2].
- Draw on past challenges – Parents can ask their child about other changes they’ve experienced (for example - have you moved house or country, or have they started a new hobby, joined a new sports team, or even gone to a new place?). Ask them how they felt before the change, what they did to manage the change (this includes things they did to feel less anxious, as well as practical things like finding out where to go, etc.), and then ask about the outcome drawing out the positive emotions of success in navigating the change and what skills they learned that are applicable to transition.
- Problem-solving – Effective problem-solving ability is associated with better peer and teacher relationships[3]. Parents can brainstorm new or different experiences that their child may encounter secondary school, such as making new friends, experiencing new educators, forgetting their homework, or doing exams. What similar experiences has your child had in primary school? What could they do to cope in these situations (and what are the consequences of each type of coping strategy they think of)?
- Encourage a growth mindset – Research shows that a growth mindset (e.g. “I can put in effort and try hard to achieve”, “Even if something is difficult, I can still get better with practice”, “Feedback can help me learn”) is linked to better mental health outcomes than a fixed mindset (e.g. “If I have to try, it is because I am not smart”, “I’m not good at making friends”, “Feedback means I have not done it right”) and can help increase psychological well-being[4]. Parents can assist their child to acquire, or maintain, a growth mindset by encouraging their child’s effort and if not effective, brainstorm alternative ways to achieve their goal.
- Extracurricular activities – Students who experience a difficult transition would benefit from additional support and strategies to enhance connectedness to their new school[5]. For example, engaging students in extracurricular activities at school improves social connectedness and give opportunities to increase peer relations[6] and may promote academic motivation and achievement, and strengthen social skills and peer relationships[1].
Self-care is important to ensure you are taking care of yourself, especially during more stressful times like the transition to secondary school.
Six strategies for students
- Enhance your organisational skills – Improving your organisational skills can help you feel more prepared. For example, you might find it helpful to colour code your timetable by highlighting each subject a different colour. This helps you see the time and day for that subject across the week and prepares you to have the correct resources ready. You can also set up a ‘launching pad’ for yourself. This is a specific place at home where you pack and leaves your school bag or other items you need for the next school day[2]. This strategy is particularly useful if you are forgetful or often rushed in the morning.
- Problem-solve experiences – You can problem-solve ways to manage situations which can be confusing, uncertain, or even upsetting. Think about the problem that you’re experiencing at your new high school (e.g., making new friends, getting used to new teachers, forgetting your homework). Now, think about your past experiences (e.g., moving school or house, getting a new sibling, starting a new hobby/sport) and how you coped. Can you use these same coping strategies? Or, can you think of more helpful ways that could help you cope with transitioning to secondary school? Think about the consequence of different ways you can react to the problem and decide which one is the best outcome for you.
- Mindfulness, meditation, or relaxation – A popular and effective strategy for coping involves the practice of mindfulness, meditation, or relaxation. These practices can help you calm your mind and body. If you want to use a device and have access to one, there are a multitude of smartphone apps that you can use to practice mindfulness, meditation and relaxation (e.g. Headspace, Calm), and some designed specifically for children and adolescents (e.g. Smiling Minds).
- Keep in touch with old friends – Maintaining old friendships and developing new support networks of peers and teachers can help you successfully navigate the transition from primary to secondary school[3].
- Taking care of yourself – Self-care is important to ensure you are taking care of yourself, especially during more stressful times like the transition to secondary school. You might like to write down the activities that bring you joy like riding your bike or playing with your pet, hanging out with a family member or friends, or watching your favourite movie, and put the pieces of paper in a special box (you might have one already or you could enjoy making or decorating one for this activity). You can add other things to the box like your favourite book or magazine, photos of friends or family, or write down your favourite song to sing or dance to. Go to this box and choose one or more of the items to do or look at when you’re feeling down or stressed.
- Talk to someone – It’s important to know who you can talk to, whether it’s about needing help to find a classroom at school or to talk about how you’re feeling. Think of five people you can talk to (e.g., parent/s or sibling, other family member, friend/s, school teacher, school psychologist). Write them down on a piece of paper and keep them in your self-care box. Go to the box and choose one or more person to speak to when you’re feeling down or stressed. You can also call the Kids Helpline on 1800 55 1800 or chat to someone on their website (www.kidshelpline.com.au) - someone is available to chat or talk 24 hours a day, 7 days a week and it’s totally free.
Conclusion
While the transition from primary to secondary school can result in negative consequences, such as reduced academic achievement, students can find strategies such as adaptive coping and increased educator, peer, and parent support which can help them thrive. The transition can be as stressful for parents as it can for their child so remember to be optimistic and calm, and work on the growth mindset and problem-solving attitude that will serve your child well, even long after he or she has navigated the primary to secondary school transition.
References
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20 Hanewald R. (2013). Transition between primary and secondary school: Why it is important and how it can be supported. Australian Journal of Teacher Education (Online), 38(1), 62-74.
Evans D, Borriello GA, Field AP. (2018). A review of the academic and psychological impact of the transition to secondary education. Frontiers in Psychology, 29(9), 1482.
21 Topping K. (2011). Primary–secondary transition: Differences between teachers’ and children’s perceptions. Improving Schools, 14(3), 268-85.
22 Bailey S, Baines E. (2012). The impact of risk and resiliency factors on the adjustment of children after the transition from primary to secondary school. Educational and Child Psychology, 29(1), 47.
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24 Waters SK, Lester L, Wenden E, Cross D. (2012). A theoretically grounded exploration of the social and emotional outcomes of transition to secondary school. Journal of Psychologists and Counsellors in Schools, 22(2), 190-205.
25 Dweck CS, Yeager DS. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481-96.
Yeager DS, Romero C, Paunesku D, Hulleman CS, Schneider B, Hinojosa C, Lee HY, O'Brien J, Flint K, Roberts A, Trott J. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374.
26 Schleider J, Weisz J. (2018). A single‐session growth mindset intervention for adolescent anxiety and depression: 9‐month outcomes of a randomized trial. Journal of Child Psychology and Psychiatry, 59(2), 160-70.
27 Yeager DS, Romero C, Paunesku D, Hulleman CS, Schneider B, Hinojosa C, Lee HY, O'Brien J, Flint K, Roberts A, Trott J. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374.
Yeager DS, Hanselman P, Walton GM, Murray JS, Crosnoe R, Muller C, Tipton E, Schneider B, Hulleman CS, Hinojosa CP, Paunesku D. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364-9.
28 Waters SK, Lester L, Wenden E, Cross D. (2012). A theoretically grounded exploration of the social and emotional outcomes of transition to secondary school. Journal of Psychologists and Counsellors in Schools, 22(2), 190-205.
van Rens M, Haelermans C, Groot W, van den Brink HM. (2019). Girls’ and boys’ perceptions of the transition from primary to secondary school. Child Indicators Research, 12(4), 1481-506.
29 Hanewald R. (2013). Transition between primary and secondary school: Why it is important and how it can be supported. Australian Journal of Teacher Education (Online), 38(1), 62-74.
30 Coffey A. (2013). Relationships: The key to successful transition from primary to secondary school? Improving Schools, 16(3), 261-71.
31 Yeager DS, Romero C, Paunesku D, Hulleman CS, Schneider B, Hinojosa C, Lee HY, O'Brien J, Flint K, Roberts A, Trott J. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374.
Yeager DS, Hanselman P, Walton GM, Murray JS, Crosnoe R, Muller C, Tipton E, Schneider B, Hulleman CS, Hinojosa CP, Paunesku D. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364-9.
32 Coffey A. (2013). Relationships: The key to successful transition from primary to secondary school? Improving Schools, 16(3), 261-71.
33 Kolberg J, Nadeau K. (2012). ADD-Friendly Ways to Organize Your Life: Strategies that Work from a Professional Organizer and a Renowned ADD Clinician. Routledge.
34 Bailey S, Baines E. (2012). The impact of risk and resiliency factors on the adjustment of children after the transition from primary to secondary school. Educational and Child Psychology, 29(1), 47.
35 Dweck CS, Yeager DS. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481-96.
Yeager DS, Romero C, Paunesku D, Hulleman CS, Schneider B, Hinojosa C, Lee HY, O'Brien J, Flint K, Roberts A, Trott J. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374.
Yeager DS, Hanselman P, Walton GM, Murray JS, Crosnoe R, Muller C, Tipton E, Schneider B, Hulleman CS, Hinojosa CP, Paunesku D. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364-9.
Schleider J, Weisz J. (2018). A single‐session growth mindset intervention for adolescent anxiety and depression: 9‐month outcomes of a randomized trial. Journal of Child Psychology and Psychiatry, 59(2), 160-70.
36 Waters SK, Lester L, Wenden E, Cross D. (2012). A theoretically grounded exploration of the social and emotional outcomes of transition to secondary school. Journal of Psychologists and Counsellors in Schools, 22(2), 190-205.
37 Coffey A. (2013). Relationships: The key to successful transition from primary to secondary school? Improving Schools, 16(3), 261-71.
38 Hanewald R. (2013). Transition between primary and secondary school: Why it is important and how it can be supported. Australian Journal of Teacher Education (Online), 38(1), 62-74.
39 Kolberg J, Nadeau K. (2012). ADD-Friendly Ways to Organize Your Life: Strategies that Work from a Professional Organizer and a Renowned ADD Clinician. Routledge.
40 Lester L, Cross D. (2015). The relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school. Psychology of Well-being, 5(1), 1-5.