How to acquire and use information about pupils to improve the transition from primary to secondary school?

Rens, Marlau van; Groot, Wim

doi:10.1016/j.heliyon.2023.e16257

Cited by 4 publications

(2 citation statements)

References 30 publications

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“…Therefore, the transition is shaped by teachers and parents, and it is important to consider all these perspectives to analyse the transition of the pupils [ 13 , 31 ]. In fact, family support can enhance this transition to the extent that children benefit when schools and parents are on the same page, so that both teachers and parents have the opportunity to help children develop their social and emotional skills [ 32 ]. In line with these studies, Francés et al [ 33 ] show the importance not only of school-student-family communication but also the essential role of mentoring in the transition.…”

Section: Literature Reviewmentioning

confidence: 99%

The effect of successful educational actions in transition from primary to secondary school

Roca,

Fernández,

Troya

et al. 2024

PLoS ONE

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While data show improvement in terms of educational access, dropout rates are significant in many countries. In Spain, 28% of students drop out of school without finishing secondary school, more than double the EU average. Thus, extensive research has shown the consequences of the dropout phenomenon, including negative effects on employment, welfare dependency, as well as health and emotional problems. The transition from primary to secondary education is a critical turning point. This situation worsens in the case of refugee and migrant minors who are refugees or with migrant backgrounds. Although there is strong evidence revealing the potential of SEAs to advance educational success for all in different contexts, no research has yet explored the effect of SEAs on enabling a successful transition from primary to secondary education, which could considerably impact decreasing dropout rates. Drawing on a qualitative case study of a secondary educational centre in Spain, this study analyses the impact of the implementation of three SEAs in key aspects related to primary-secondary transitions. Findings show how the systematic implementation of SEAs impacts the ease of the primary-secondary transition: positive relationships between the educational community are promoted, school connectedness across transition is strengthened, and academic support networks are enhanced. The study therefore suggests the benefits of SEAs as strategies that can enhance positive primary-secondary school transitions in terms of students’ perception of belongingness, and academic performance.

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Section: Literature Reviewmentioning

confidence: 99%

The effect of successful educational actions in transition from primary to secondary school

Roca,

Fernández,

Troya

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…Therefore, the transition is shaped by teachers and parents, and it is important to consider all these perspectives to analyse the transition of the pupils [13,31]. In fact, family support can enhance this transition to the extent that children benefit when schools and parents are on the same page, so that both teachers and parents have the opportunity to help children develop their social and emotional skills [32]. In line with these studies, France ´s et al [33] show the importance not only of school-student-family communication but also the essential role of mentoring in the transition.…”

Section: Factors To Consider For a Positive Transitionmentioning

confidence: 99%

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Transition from primary to lower secondary school in Austria. Findings from a longitudinal study during COVID-19

Berger,

Kraler,

Schreiner

2024

Z f Bildungsforsch

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Transition from the familiar environment of primary school to the larger, more complex setting of secondary school is, for most students, marked by social and academic challenges as well as a need to fit in. The aim of this contribution is to investigate the possible impact of achievement-related personal resources and social support in coping with the developmental task of transitioning from primary to lower secondary school during COVID-19. We make the assumption that a sudden shift to distance learning due to the pandemic intensified the challenges of transitioning to secondary school and led to educational disadvantage, in particular for students who were struggling with the demands of self-regulated distance learning.Data were generated from a longitudinal study carried out in a rural-alpine region of Austria in 2021 and 2022. During the time where COVID-19 was affecting education, 188 pupils were surveyed in the year prior to and after their transition from primary to lower secondary school. In order to analyse the impact of achievement-related personal resources and social support, a multivariate hierarchical regression analysis was conducted.Results showed that managing the transition to lower secondary school relied heavily upon pupils’ ability to cope with self-regulatory demands of distance learning, their achievement-related personal resources and social integration in class in primary school. However, from the findings, we can conclude that social support in secondary school also plays an important role. The ability to cope with social and academic demands in secondary school is at a higher level when pupils receive school-related support from their parents, recognise their school climate as supportive and perceive their teachers’ expertise in judging academic achievements as high.

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How to acquire and use information about pupils to improve the transition from primary to secondary school?

Cited by 4 publications

References 30 publications

The effect of successful educational actions in transition from primary to secondary school

The effect of successful educational actions in transition from primary to secondary school

Untitled

Transition from primary to lower secondary school in Austria. Findings from a longitudinal study during COVID-19

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