This document discusses research on student transitions from primary to secondary school. It covers three areas: student achievement, social development/adjustment, and attitudes towards learning. The research found that student achievement can drop following the transition due to complexity in changing environments. Students' attitudes towards school and subjects may decrease as non-academic interests increase. However, transition is not generally a "disaster" and most students adapt quickly to new routines and rules. Students identified reasons for potential disengagement if not supported, and insights into keeping students engaged. The transition process spans from 8th grade through 10th grade.

1. Transitions from Primary to
Secondary Schooling
Transit - Van

2. A Study of students Transition
from Primary to Secondary
Schooling
Purpose of the Research
•Overall learning and
achievement
•Social development or
adjustment, and
•Attitudes towards learning and
achieving well

3. Students Achievement as they Transition
form Primary to Secondary
•There is often a drop in students’ academic
achievement following a move to Secondary
School.
•Students attitudes towards school and their
subjects can decrease.
•Can be accompanied by an increase in their
non-academic interests.
•Great deal of complexity around transitioning
•Sufficient information about transition
•Most likely to have negative effects for students
who are already experiencing difficulties
•Transition is a process that starts from Y8
through to first term of Y10
•Shortage of transition research data
 Literature Findings

4. Social Development or
Adjustment
Literature Findings:
• Transition is not the ‘disaster’ that is often
feared.
• Social peers became more ‘expansive’.
• Most students quite quickly adapted to the
more immediate changes such as finding their
way around, moving classes and becoming
familiar with rules and systems
• Identified that students in general became
more critical about some of the teaching
• Students ‘at risk’ disengage quite early

5. Attitudes towards Learning and
Achieving well.
 High achievers in mathematics and reading were
more consistent in their achievement patterns than
low achievers
 Students able to identify the reasons for
disengagement.
 Without support ‘at risk’ students disengage from
school early.
 Arrive at school with established patterns of low
achievement and/or social/behavioural difficulties.
 Study provided important insights from students
about what helps to keep students engaged

6. The Case of Emily: A focus on
students as they Transition from
Primary to Secondary Schooling
• Transition started from fourth term of year 8 – first term of
year 10.
• Y8-Y9 represents a time of significant, deeper level change
of students that is generally ‘unsettling’.
• Few students expressed a desire to ‘go back to how things
were’….
• Students overall, while they reported many positive or
enjoyable schooling experiences ‘post-transition’, just as
they did prior to transition, there is concern about evidence
that shows students becoming less positive about their
subjects at school over time.

7. Studies
 A Study of Students’ Transition from Primary to
Secondary Schooling
www.educationcounts.govt.nz/publications/schooling/31844/31846
 Students Achievements as they transition from
Primary to Secondary
www.educationcounts.govt.nz › Publications › Schooling
 A Case of Emily: A Focus on Students as they
Trasition from Primay to Secondary Schooling
www.educationcounts.govt.nz › Publications › Schooling

8. What factors can contribute
towards a successful Year 9
transition?