Transitioning to secondary school: the case of mathematics

At a time when Australia’s international competitiveness is compromised by a shortage of skilled workers in Science, Technology, Engineering and Mathematics (STEM) related careers, reports suggest a decline in Australian secondary school students’ performances in international tests of mathematics. This study focuses on the mathematics performance of students in the first year of secondary school and in particular the impact, if any, that the move to secondary school has on this performance. Utilising current state differences in the structure of schools and population data, the study identifies a small effect associated with the transition to secondary school that is comparable to similar international studies. It then explores this effect through a multivariate analysis of data from the Longitudinal Study of Australian Children (LSAC). Results suggest that even after controlling for known predictors of mathematical performance, the transition from primary school to secondary school is associated with a small effect that is not apparent when students change from one primary school to another. These findings confirm a number of qualitative studies that suggest the need for a closer focus on the early secondary mathematics classroom. Implications for researchers and policy makers are also discussed

Transitioning to secondary school: the case of mathematics

At a time when Australia’s international competitiveness is compromised by a shortage of skilled workers in Science, Technology, Engineering and Mathematics (STEM) related careers, reports suggest a decline in Australian secondary school students’ performances in international tests of mathematics. This study focuses on the mathematics performance of students in the first year of secondary school and in particular the impact, if any, that the move to secondary school has on this performance. Utilising current state differences in the structure of schools and population data, the study identifies a small effect associated with the transition to secondary school that is comparable to similar international studies. It then explores this effect through a multivariate analysis of data from the Longitudinal Study of Australian Children (LSAC). Results suggest that even after controlling for known predictors of mathematical performance, the transition from primary school to secondary school is associated with a small effect that is not apparent when students change from one primary school to another. These findings confirm a number of qualitative studies that suggest the need for a closer focus on the early secondary mathematics classroom. Implications for researchers and policy makers are also discussed

The transition between primary and secondary school: a thematic review emphasising social and emotional issues

The purpose of this review study was to conduct a thematic exploration of prior studies related to the transition between primary and secondary school. The aim of the paper was to discover (1) the extent of earlier research, (2) how earlier research thematises social and emotional issues, and (3) suggestions of those studies concerning how to improve schools. Searches were conducted across four international databases of peer-reviewed research to identify articles published in the last decade on the topic 'transition between primary and secondary school’. Articles related to social and emotional issues were further selected, and thematic analysis was conducted on the selected 29 articles to identify the topical focus. This review study draws attention to the importance of understanding challenges related to the transition between primary and secondary school. Overall, the analysed studies indicate that this is an important focus for educational research. Key issues related to support and wellbeing/bullying have emerged, which clarify the importance of further research in this field. The present study may also contribute to increasing awareness among policy makers and school leaders of the challenges related to the transition between primary and secondary school.publishedVersio

School climate, peer relationships, and adolescent mental health: a social ecological perspective

The current study investigated peer relationship and school climate factors associated with adolescent mental health. Cross-sectional data from 2571 fifteen-year old students in 22 Scottish secondary schools was used. Multilevel models tested for school differences in mental health, and nested linear regression models estimated peer and school effects. Results demonstrated no significant between-school variation in mental health. Peer victimization was the only peer effect associated with mental health. School-belonging, student-teacher relationships, and a perceived inclusive school climate were associated with better mental health, whereas a perceived school climate of exam pressure was associated with worse mental health. The findings highlight multiple aspects of school climate that could be targeted in school-based interventions for adolescent mental health

’You’re in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved.

BACKGROUND: Primary-secondary school transition is a major life event for 11-year-old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children’s academic performance and social well-being and we have a limited understanding of their emotional experiences in the lead up to and during the transition, from the perspective of key stakeholders: students, parents, and teachers. AIMS: To explore transfer students’, parents’, and teachers’ experiences in the lead up to and over the transition period, and how they feel it could be improved. SAMPLE: The sample consisted of 45 year seven students, 8 year seven parents, 8 year seven teachers, and 8 year six teachers, recruited from five primary and five secondary schools. METHOD: Students participated in face-to-face semi-structured focus groups and adults in asynchronous online focus groups. Transcribed audio-recordings were analysed using inductive thematic analysis. RESULTS: Students, parents, and teachers were shown to navigate a similar process over primary-secondary school transition. All talked about managing their own and others’ emotions, relationships, and expectations. These were shaped by shared communication across primary and secondary schools and between the stakeholders, and impacted by how good transition provision was seen to be. CONCLUSIONS: There is a need to understand the transition period from the perspective of students, teachers, and parents, to improve school transition. This information will allow us to design emotional centred support interventions that reflect these lived experiences

'You're in this world now': Students', teachers', and parents' experiences of school transition and how they feel it can be improved.

BACKGROUND: Primary-secondary school transition is a major life event for 11-year-old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children's academic performance and social well-being and we have a limited understanding of their emotional experiences in the lead up to and during the transition, from the perspective of key stakeholders: students, parents, and teachers. AIMS: To explore transfer students', parents', and teachers' experiences in the lead up to and over the transition period, and how they feel it could be improved. SAMPLE: The sample consisted of 45 year seven students, 8 year seven parents, 8 year seven teachers, and 8 year six teachers, recruited from five primary and five secondary schools. METHOD: Students participated in face-to-face semi-structured focus groups and adults in asynchronous online focus groups. Transcribed audio-recordings were analysed using inductive thematic analysis. RESULTS: Students, parents, and teachers were shown to navigate a similar process over primary-secondary school transition. All talked about managing their own and others' emotions, relationships, and expectations. These were shaped by shared communication across primary and secondary schools and between the stakeholders, and impacted by how good transition provision was seen to be. CONCLUSIONS: There is a need to understand the transition period from the perspective of students, teachers, and parents, to improve school transition. This information will allow us to design emotional centred support interventions that reflect these lived experiences

The Impact of Personal Background and School Contextual Factors on Academic Competence and Mental Health Functioning across the Primary-Secondary School Transition

Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal background and school contextual factors on academic competence (AC) and mental health functioning (MHF) of 266 students, 6-months before and after the transition to secondary school. Data from 197 typically developing students and 69 students with a disability were analysed using hierarchical linear regression modelling. Both in primary and secondary school, students with a disability and from socially disadvantaged backgrounds gained poorer scores for AC and MHF than their typically developing and more affluent counterparts. Students who attended independent and mid-range sized primary schools had the highest concurrent AC. Those from independent primary schools had the lowest MHF. The primary school organisational model significantly influenced post-transition AC scores; with students from Kindergarten - Year 7 schools reporting the lowest scores, while those from the Kindergarten - Year 12 structure without middle school having the highest scores. Attending a school which used the Kindergarten - Year 12 with middle school structure was associated with a reduction in AC scores across the transition. Personal background factors accounted for the majority of the variability in post-transition AC and MHF. The contribution of school contextual factors was relatively minor. There is a potential opportunity for schools to provide support to disadvantaged students before the transition to secondary school, as they continue to be at a disadvantage after the transition

Intersecting Identities and Adjustment to the Primary-Secondary School Transition: An Integrative Review

The primary-to-secondary school transition is a milestone for children because of the multiple changes they must navigate. Although most adjust successfully, approximately 30% of children have difficulties during this transition. Intersecting identities are also likely to influence how children navigate the adjustment of the school transfer, but there have been no syntheses of existing evidence relating to the impacts of intersectionality. We conducted an integrative review using eight databases (Education database, ERIC, ProQuest Education, PsychInfo, Scopus, SocIndex, Sociology Database, and Web of Science) and searched for quantitative or qualitative studies that examined how intersecting identities impact children’s self-concept, mental health, and adjustment of the primary-to-secondary school transition. We initially identified a total of 3,193 studies through database searches, with 1,790 remaining after deduplication. After we screened the titles and abstracts, 83 studies were included for full-text screening, of which eight met the review criteria. The studies included in the review were published between 2000 and 2018; no studies were found after 2018. Syntheses of the included studies (three quantitative studies, four qualitative studies, and one mixed methods study) revealed three themes: (1) academic and social discord; (2) defining and constructing negative identities; and (3) the female body. Our findings from the review highlighted how children with minority intersecting identities are faced with additional challenges during the transition to secondary school and how these can have negative ramifications for their self-concept, mental health, and adjustment to the transition. Future research needs to be directed away from prioritizing identities, such as gender and ethnicity, to include intersectional identities