Perceptions of People and Place

Abstract

This article investigates the impact of different school models (middle school, K-8, and the UK secondary) on young adolescents' perceptions of their school climates. In particular, it analyzes the importance of people and place in the positive and negative attitudes that middle-level students develop about their schools. Based on mixed-method longitudinal research conducted during the 2004-2005 academic year, the study finds that 11- to 12-year-old students' happiness in school is most influenced by their peers, followed by the relationship with teachers. The study also reveals negative implications for students in large, crowded, control-oriented middle schools. On the other hand, it also reveals how larger secondary schools (found in the United Kingdom) include programmatic qualities to promote young adolescents' comfort level in large schools. Effective transition programs in particular can mitigate the negative qualities of large, urban, low socioeconomic status school settings by assisting with student comfort and lessening the feeling of anonymity.

Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset

“…Data from several questions that children and parents responded to when the child was in S1 were used to explore peer relationships (see Table 1). In contrast to previous research (Booth & Sheehan, 2008; Evangelou et al., 2008), children generally reported positive feelings regarding their relationship with peers in their first year of secondary school. This might be due to the vast majority of children (83%) attending secondary school with most or all of their friends from primary; numerous studies have reported that children worry about losing friends (Ashton, 2008; Jindal‐Snape & Cantali, 2019; Jindal‐Snape & Foggie, 2008) and making new friends (Hammond, 2016; Keay et al., 2015) during primary–secondary transitions.…”

“…Additionally, and also in contrast to previous research (Booth & Sheehan, 2008; Jindal‐Snape & Foggie, 2008; Keay et al., 2015; West et al., 2010), there was an overall reduction in reports of all forms of bullying after children had started secondary school (Figure 3). Children were more likely to report never being bullied by being ‘made fun of or called names’, ‘left out of games’, or ‘shoved, pushed or hit’.…”