The role of student engagement in the transition from primary to secondary school
This report was originally published 23 November 2017.
Summary
The primary to secondary transition marks a significant change for most students
This transition period is important because of the impact it may have on students’ engagement in learning and their sense of belonging at school. This publication examines the relationship between students’ sense of belonging and other types of engagement across the transition from primary to secondary. It includes an analysis of 12,000 students who completed surveys in Year 6, and then again in Year 7.
There is typically a decline in student engagement during the transition from Year 6 to Year 7
This decline is experienced even more by students from low-socioeconomic backgrounds and Aboriginal and Torres Strait Islander students. Between Year 6 and Year 7, there is a decline in the percentage of students who value school outcomes and those who are trying hard to succeed. Students’ sense of belonging also declines over the transition.
Students’ experiences in primary school can have flow on effects for their engagement and learning in secondary
Students who report having a positive sense of belonging in Year 6 are more likely to have a positive sense of belonging in Year 7. Factors that help influence a student’s sense of belonging at the beginning of high school include their relationships with teachers and peers, the support they receive at school and at home, and school practice.
Both primary and secondary schools can help make the transition easier for students
Primary schools should be attentive to Year 6 students’ sense of belonging and their relationships with teachers and peers, especially in the lead up to the transition. Secondary schools should develop strong, supportive student-teacher relationships as early as possible. There are more practical tips on how to do this in the publication and the Homebush West case study.