"Change is situational. Transition, on the other hand, is psychological. It is not those events, but rather the inner reorientation or self-redefinition that you have to go through in order to incorporate any of those changes into your life. Without a transition, change is just a rearrangement of the furniture. Unless transition happens, the change won't work, because it doesn't 'take'." - William Bridges.
According to the Victorian DET Middle Years Transition Framework (2016), a ‘successful transition between schools can make or break a young person’s educational experience’. Being unable to transition properly leads students to disengage and causes poorer outcomes in their education. There are three elements that are vital for your son to successfully transition between years – planning for learning continuity, differentiation, progression, and engagement; facilitating institutional adjustment; supporting students’ social adjustment.
In other words, your child needs to understand what lies ahead in the next stage of their educational experience so they can prepare for new expectations they are to meet. This can be learning the routine, the physical environment, values, protocols, and rules of the new school environment. Holding a discussion about school rules and values can be a helpful way to develop perspective taking and an understanding of the interdependency between collective and individual character development.
Change to chance
Parents and school staff can form a collaborative relationship, to ensure all parties understand your child’s ongoing needs and identify resources to support them as they settle into the new environment. This, along with creating a network of new friendships (see Positive Relationships article for tips on how to assist and encourage friendships), can help build confidence and self-esteem and allow the boys to feel settled in their new routines, and form a sense of belonging within their school (Evangelou et al 2008; Measor and Woods 1984).
Previous research has suggested that on average boys are less likely to be developmentally ‘on track’ when starting school, with fewer than half of boys considered ‘on track’. This can include being behind in physical health and well-being, social competence, emotional maturity, language and cognitive skills, communication skills and knowledge (Haelermans et al 2019; Owens 2016). By understanding this, we can readjust expectations to realistic ones from, connection, engagement, and belonging in the first few weeks, to a slow and stable adjustment over the coming year with the expectation of challenges along the way.
Change to chance
Whilst this time can be exciting it can also represent a period of heightened anxiety. Like through any period of transition, parents play an enormous role in helping their children adjust and cope with these changes.
Parents can support the management of these changes, by modelling open-mindedness, perspective taking, help seeking, and utilising the support systems available.
As parents, there are a number of steps you can take to help your child through their period of transition:
Try this!
Hold open and regular communication with the School:
- Maintain open lines of communication with school administration, teachers, coaches, extra-curricular staff, and counsellors. This will help you stay informed about upcoming changes, curriculum updates, co-curricular opportunities, and any support programs available for your son.
- Attend parent-teacher meetings or school events to explore new insights related to child development and education, and to network and connect with teachers and other parents.
Encourage Independence:
- Help your son develop independence and self-reliance skills. Encourage him to take responsibility for his own schoolwork, organization, and time management. Note: some will need more support than others. Some will need more scaffolding, and prompts. Only you know your son, however if you are unsure, reach out to the Learning Enhancement team, or school counsellors who can help.
- Teach him to ask for help when needed and advocate for himself in academic and social settings. It can help to model and normalise help-seeking and explicitly demonstrate the strength and growth that can come from humility (“I’m pleased I reached out to her, I feel better able to tackle this problem now”).
Establish Routines and Structures:
- Establish routines that promote consistency and structure aligned to the school environment.
Support Social Connections:
- Encourage your son to build and maintain positive relationships with his classmates and peers. This can be through sports or one of the many other extracurricular activities Knox offers.
- Be attentive to any signs of social difficulties or isolation and address them proactively by involving school counsellors or teachers.
- It is also important to foster relationships and activities outside of school.
Foster a Growth Mindset:
- Validate the challenges of transitioning to a new school environment. Help your son develop a growth mindset, emphasizing the importance of effort, resilience, and learning from challenges. (“sounds like you’re feeling disconnected/ isolated, I can see how having no friends in your class would be upsetting. I wonder what we could do/what opportunities this brings? How have you made friends before, overcome new social situations?”).
- Encourage a positive attitude toward setbacks or failures and highlight the value of perseverance and personal growth.
Be a Listening Ear:
- Create a supportive and non-judgmental environment where your son feels comfortable discussing his concerns, fears, or challenges related to transitioning between year groups.
- Hold an open conversation about rules, and values. Where possible model open-mindedness and perspective taking. While tempting to side with the school or your son, try to hold a space in the middle to problem solve.
- Listen attentively to his feelings and validate his experiences to provide guidance and reassurance when needed.
It is important to remember that your son is unique, his experience will be different from others around you, so it is best not to compare him with others. Pay attention to your son’s individual needs and be responsive to any specific challenges he is facing/struggling with during this transition. By offering support, encouragement, some space, and a partnership relationship with the school, you can help to ensure a smoother transition and the best possible educational experience for your son.
In summary
- Familiarisation is often key to reducing stress levels. Make sure to familiarise yourself with the school and its programs and find out what resources are available to your child.
- Encourage your child to make connections. Talk to your child about opportunities at the school and the clubs, sports teams, or extracurricular activities they may like to consider to facilitate connections with teachers and other students. You can also model this by reaching out and connecting with other school parents.
- Set achievable and specific goals together. A transition period presents a natural opportunity to set some new goals e.g., making new friendships, trying a new sport or co-curricular.
- Encourage your child to develop organisational skills e.g., maintaining school belongings, keeping track of important dates/events.
- Support them when they need help. Normalise any mixed feelings or feelings of worry during this period (e.g., you could share with your child how nervous/excited you felt when starting a new job) and don’t be afraid to reach out to the school for assistance.
Further Resources:
- School TV – Practical advice for starting secondary school
https://knox.nsw.schooltv.me/newsletter-article/7272/52
- School TV – What are transitions?
https://knox.nsw.schooltv.me/newsletter-resource/6480/52
- NSW Department of Education – Transition to school: Information for Parents and Carers
- Science of Wellbeing Team Parent Support Series - Positive Relationships
https://sow.knox.nsw.edu.au/parent-support-series-2-minute-reads/friendships-and-belonging/
- Preparing Boarders for School with Dr Chris Thurber
https://www.boarding.org.au/our-community/topics-of-interest-an-absa-podcast - (third on the list)
References:
Changing Schools – Pupil Perspectives on Transfer to a Comprehensive by Lynda Measor, Peter Woods (1984) https://www.taylorfrancis.com/books/mono/10.4324/9780367823139/changing-schools-lynda-measor-peter-woods
Early Childhood Behavior Problems and the Gender Gap in Educational Attainment in the United States by Jayanti Owens 2016 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6208359/
Girls’ and Boys’ Perceptions of the Transition from Primary to Secondary School by Marlau van Rens, Carla Haelermans, Wim Groot & Henriëtte Maassen van den Brink 2019 https://link.springer.com/article/10.1007/s12187-018-9591-y
New York Times – How to Help Your Child Succeed at School
https://www.nytimes.com/guides/smarterliving/help-your-child-succeed-at-school
NSW Department of Education – Engaging with Your Child’s High School
NSW Department of Education – Supporting Your Child
NSW Department of Education – Transition to school: Information for Parents and Carers
https://education.nsw.gov.au/early-childhood-education/working-in-early-childhood-education/transition-to-school/information-for-parents-and-carers#Three2
Pymble Ladies’ College - The Primary / Junior School to Middle School Transition https://issuu.com/pymbleladiescollege/docs/illuminate_inside_pages_edition_5_2021_1v8_sp_/s/12153989
Queensland Government – Parent Advice for a Child Starting High School
https://www.sparktheirfuture.qld.edu.au/transition-to-high-school-the-practical-stuff/
School TV – Practical advice for starting secondary school
https://knox.nsw.schooltv.me/newsletter-article/7272/52
Science of Wellbeing Team Parent Support Series – Positive Relationships
https://sow.knox.nsw.edu.au/parent-support-series-2-minute-reads/friendships-and-belonging/
Victorian Auditor-General’s Office – Education Transitions (2015) https://www.audit.vic.gov.au/report/education-transitions?section=
What makes a successful transition from primary to secondary school? by Maria Evangelou, Brenda Taggart, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford https://ro.uow.edu.au/sspapers/2430/