So what complicates this transition? Isn’t it just a case of students moving from a smaller to larger campus? Moving from one room to another at the changeover of periods? Experiencing multiple teachers instead of perhaps one? Being exposed to an entirely new range of subjects? Finding new friends? Living in a school community of students who are much older (and bigger!) than them? Yes, it’s all of these things, but so much more.
This significant change in education “structures” coincides with massive physical, social, emotional and cognitive growth and development. The adolescent brain is undergoing huge reconstruction, and the tendency towards impulsive behaviour and the expression of “odd” attitudes can be confronting for both parents and teachers alike.
Transition to secondary school sits smack in the middle of an age group teachers refer to as “middle years” – this is the 10 to 15 age range. These “middle years” adolescents are not children, but not yet adults, and their needs are quite different. According to Middle Years of Schooling – Discussion Paper from the NSW Department of Education and Communities, the swings and roundabouts of growing up provide challenges for both teachers and parents, as adolescents can vacillate between:
- extremes of emotion
- progressions and regressions in thinking and learning
- self-centeredness and altruism
- dependence and independence
- social gregariousness and isolation
- To ensure as smooth a transition as possible, primary and secondary schools need to work together.
Effective transition programs require:
1. An in-depth understanding of what makes this age group so unique, what makes them “tick?” If we understand that, we are a long way toward engaging them in the classroom.
2. Opportunities for primary and secondary staff to understand the differences in their own teaching practice, and to establish a base of continuity of teaching, learning and assessment practices across this transition phase.
3.Well-scaffolded academic and non- academic activities to build self-esteem and self-efficacy. Research suggests that during transition from primary to secondary, adolescents often experience a loss of belief that they have the ability to perform tasks successfully (self-efficacy).
4.Effective scaffolding of relevant, challenging and rigorous learning tasks to ensure student success.
5. Role models and positive student-teacherrelationships.
6.Opportunities for students to set goals and become independent learners.
7. Programs that engage primary and secondary students to develop peer relationships.
8. Specific teaching of problem-solving and coping skills to build resilience and responsibility.
Transition from primary to secondary school is a significant milestone. It is not an “event;” it is a process. Some students adapt to change quite readily, others do not. The more we know about the personal, developmental changes occurring during this period, the better we are equipped to offer support. Schools and teachers, as well as parents and the community, have a high level of responsibility to acknowledge and understand the unique needs of adolescents in this transitional phase. We need to provide the kinds of learning experiences that will assist them in their developmental “road trip” to become successful and resilient adults. What we do, or don’t do, now can affect these young people for a long time to come.