The impact of primary-secondary transition on students' well-being

This longitudinal study tracked changes in well-being among 1,100 students as they moved from primary to secondary school.

Key findings

• Survey findings revealed that while students’ perceptions of their well-being outside school remained more or less constant, their well-being in the school context declined considerably over the year
• The work schools were doing to ease transfer was generally effective for the immediate transition period. However, they were less successful at maintaining well-being over the first year at secondary school
• The four schools that took part in the study were equally effective in maintaining well-being over the transition period and showed a similar decline over the Year 7 period
• Boys overall reported higher frequencies of eudaimonic well-being (i.e. self-actualisation and fulfilling potential) at all testing points and this was seen across all schools.

Recommendations

• Consider transfer from primary to secondary school as a status passage and give consideration to the balance of continuity and discontinuity to enable students to feel they have successfully transitioned to a new status. Also take into account the developmental needs of youngsters and phase changes gradually
• Consider transition as an on-going process comprising a number of stages that is not just about the first term in secondary school (i.e. preparation, initial encounters, adjustment and stabilisation)
• Focus particularly on social aspects in the preparation and initial encounters (induction days and first few days at secondary school) rather than on curriculum or pedagogy
• During initial encounters and the adjustment phases students not only need to encounter autonomy-supportive teaching, but also need to be taught how to be efficient autonomous learners. This includes how to work independently, take notes, and so on
• Vulnerable students need on-going support, particularly in the socio-emotional sphere
• Although important for all students, particularly attend to how to help girls feel they can achieve their potential and involve them in this process.