Transitions from Primary toTransitions from Primary to
Secondary SchoolingSecondary Schooling
Transit - VanTransit - Van
A Study of students TransitionA Study of students Transition
from Primary to Secondaryfrom Primary to Secondary
Purpose of the ResearchPurpose of the Research
•Overall learning andOverall learning and
•Social development orSocial development or
adjustment, andadjustment, and
•Attitudes towards learning andAttitudes towards learning and
achieving wellachieving well
Students Achievement as they TransitionStudents Achievement as they Transition
form Primary to Secondaryform Primary to Secondary
•There is often a drop in studentsThere is often a drop in students’ academic’ academic
achievement following a move to Secondaryachievement following a move to Secondary
•Students attitudes towards school and theirStudents attitudes towards school and their
subjects can decrease.subjects can decrease.
•Can be accompanied by an increase in theirCan be accompanied by an increase in their
non-academic interests.non-academic interests.
•Great deal of complexity around transitioningGreat deal of complexity around transitioning
•Sufficient information about transitionSufficient information about transition
•Most likely to have negative effects for studentsMost likely to have negative effects for students
who are already experiencing difficultieswho are already experiencing difficulties
•Transition is a process that starts from Y8Transition is a process that starts from Y8
through to first term of Y10through to first term of Y10
•Shortage of transition research dataShortage of transition research data
Literature FindingsLiterature Findings
Social Development orSocial Development or
Literature Findings:Literature Findings:
• Transition is not theTransition is not the ‘‘disasterdisaster’’ that is oftenthat is often
• Social peers became moreSocial peers became more ‘‘expansiveexpansive’’..
• Most students quite quickly adapted to theMost students quite quickly adapted to the
more immediate changes such as finding theirmore immediate changes such as finding their
way around, moving classes and becomingway around, moving classes and becoming
familiar with rules and systemsfamiliar with rules and systems
• Identified that students in general becameIdentified that students in general became
more critical about some of the teachingmore critical about some of the teaching
• StudentsStudents ‘‘at riskat risk’’ disengage quite earlydisengage quite early
Attitudes towards Learning andAttitudes towards Learning and
Achieving well.Achieving well.
High achievers in mathematics and reading wereHigh achievers in mathematics and reading were
more consistent in their achievement patterns thanmore consistent in their achievement patterns than
low achieverslow achievers
Students able to identify the reasons forStudents able to identify the reasons for
Without supportWithout support ‘at risk’ students disengage from‘at risk’ students disengage from
school early.school early.
Arrive at school with established patterns of lowArrive at school with established patterns of low
achievement and/or social/behavioural difficulties.achievement and/or social/behavioural difficulties.
Study provided important insights from studentsStudy provided important insights from students
about what helps to keep students engagedabout what helps to keep students engaged
The Case of Emily: A focus onThe Case of Emily: A focus on
students as they Transition fromstudents as they Transition from
Primary to Secondary SchoolingPrimary to Secondary Schooling
• Transition started from fourth term of year 8 – first term ofTransition started from fourth term of year 8 – first term of
year 10.year 10.
• Y8-Y9 represents a time of significant, deeper level changeY8-Y9 represents a time of significant, deeper level change
of students that is generallyof students that is generally ‘unsettling’.‘unsettling’.
• Few students expressed a desire toFew students expressed a desire to ‘go back to how things‘go back to how things
• Students overall, while they reported many positive orStudents overall, while they reported many positive or
enjoyable schooling experiencesenjoyable schooling experiences ‘post-transition’, just as‘post-transition’, just as
they did prior to transition, there is concern about evidencethey did prior to transition, there is concern about evidence
that shows students becoming less positive about theirthat shows students becoming less positive about their
subjects at school over time.subjects at school over time.
A Study of StudentsA Study of Students’ Transition from Primary to’ Transition from Primary to
Secondary SchoolingSecondary Schooling
Students Achievements as they transition fromStudents Achievements as they transition from
Primary to SecondaryPrimary to Secondary
www.educationcounts.govt.nz ›www.educationcounts.govt.nz › PublicationsPublications ›› SchoolingSchooling
A Case of Emily: A Focus on Students as theyA Case of Emily: A Focus on Students as they
Trasition from Primay to Secondary SchoolingTrasition from Primay to Secondary Schooling
www.educationcounts.govt.nz ›www.educationcounts.govt.nz › PublicationsPublications › Schooling› Schooling
What factors can contributeWhat factors can contribute
towards a successful Year 9towards a successful Year 9