Transition matters: pupils’ experiences of the primary–secondary school transition in the West of Scotland and consequences for well‐being and attainment

Abstract

The importance of school transitions for pupil adjustment, particularly their impact on later well-being and attainment, remains contested. This paper draws on data from a longitudinal, school-based study of over 2000 Scottish pupils, first surveyed in 135 primary schools (age 11) in 1994, and followed up in 43 secondary schools (age 13 and 15) and again after leaving school (age 18/19) in 2002/3. The length of follow-up makes this study unique in transition research.After a year in secondary school (age 13), the majority recalled having had difficulties of adjustment to both school and peer social systems at the beginning of secondary education. While the primary (but not secondary) school played a small part in accounting for different transition experiences, controlling for a wide range of sociodemographic and other factors, personal characteristics were much more important. Respondents of lower ability and lower self-esteem experienced poorer school transitions; those who were anxious, less prepared for secondary school and had experienced victimisation, poorer peer transitions. Further analysis of the impact of school and peer transitions on well-being and attainment revealed that each had specific independent effects both within and beyond secondary education. At age 15, a poorer school transition predicted higher levels of depression and lower attainment; a poorer peer transition, lower self-esteem, more depression and lower levels of anti-social behaviour. Although reduced in size, similar results extended to outcomes at age 18/19. These effects bear comparison with those associated with gender and school disengagement, clearly demonstrating the importance of successful transition for later well-being and attainment.

Victimising of school bullying: a grounded theory

“…Whereas earlier research has shown correlations between being bullied and psychosocial problems (e.g. Aluede et al 2008;Hawker and Boulton 2000;Rigby 2003;Roland 2002;West, Sweeting, and Young 2010), the current study contributes to this research body by portraying the psychosocial processes from the victims' point of view, which could, at least in part, describe and explain the link between being bullied and these psychosocial problems.…”

“…Aluede et al 2008;Hawker and Boulton 2000;Rigby 2003;Roland 2002). For example, West, Sweeting, and Young (2010) found that being a victim of bullying at age 11 correlated with depression symptoms at ages 13 and 15.…”

“It’s cool but challenging” The Relevance of Basic Need Fulfillment for Students’ School Enjoyment and Emotional Experiences at the Transition from Primary to Secondary Education

“…However, the authors argue (in accordance with the present findings) that the academic ability self-concept plays a relevant moderating role, insofar as critical life-events are more likely to be experienced positively when individual resources are high . If students do not believe in their academic ability, the likelihood of experiencing the transition as a threat is enhanced and thus the likelihood of positive emotions is reduced (see also West, Sweeting, & Young, 2010).…”

“…The differences in the positive or negative valence in emotions can be traced back to intra-individual differences among students, such as their academic or social self-concepts which can have an effect on the control cognitions, termed as "secondary appraisal" by Lazarus (2001) and thus on the emotional quality (e.g. Wargo Aikins, Bierman, & Parker, 2005;West, Sweeting, & Young, 2010). Apart from factors related to the individual learner, environmental conditions (e.g.…”

Care-less spaces and identity construction: transition to secondary school for disabled children

“…Mahon and Robinson 2011, Held 2006, and it is within this framework we understand that transition from primary to secondary school education (moving from year 6 to 7) can be challenging and care-less, especially for disabled children and their families , Holt 2004a, West, Sweeting and Young 2008. By interrogating narratives of parents and professionals, we are able to explore transitions and self-identity in multifarious ways, as arguably a meaningful transition depends on the care-full spaces disabled pupils inhabit, and those 'doing' caring work have a significant part to play (Pyer et al 2010).…”