The transition of a student from one school to another has been a long standing concern across the globe.
Although few variations happen, most learners leave elementary school and move to a secondary school at some stage in their early youth. This transition has been known as a stumbling and uncertain point for most learners, particularly students who are going to leave the school early.
The transition is generally connected with a dip in educational success. Learners who are at risk can have a problematic experience with the transition. The risk factors vary over time and are based on situations and circumstances, rather than a permanent value.
Exposure to several risk factors can boost the student’s likelihood of experiencing difficult outcomes. This shock at an young age can be more damaging than exposure later in life.
Studies on early school leavers summarize the multitude of risk and shielding factors that young people come across in their process of disengaging from the school.
Despite the variations, most learners depart from elementary school and make their expedition towards some variety of secondary school during early youth. Change is best seen as a developmental and chronological process which includes social, academic, and procedural matters. Transitions involve changes in the school culture, bigger educational demands, rotating systems, and a change in peer groups that can be hard to negotiate.
In all elementary and secondary schools the issue of evaluation, pedagogy and syllabus are of significance. Even though researchers tend to center on one or two features at a time, fully describing the school culture and gaps between these needs require more developmental, temporal, and cultural models.
Steps for Parents, Teachers and School to Ease Transition
- Focus on social class, gender and bullying kids.
- Focus on stability in elementary and secondary school cultures.
- Try to create well synchronized transitions, cut adjustment time, keep what works.
- Provide sufficient information for students and families.
- Attend to long-term correction and not just abrupt movement.
- Try to get managerial work out of the way for the learner to attend school and social events in the first weeks.
- Connect across groups (parents, students, and teachers) with several policies.
- Try to chart time lines and transition plans for each learner and parent and try to focus on risk issues early in elementary school.