Middle and high school transitions as viewed by students, parents, and teachers

Professional School Counseling, April, 2004 by Patrick Akos, John P. Galassi

Respondents to a questionnaire about the elementary-middle and middle-high school transition experience respectively were 173 sixth grade students, 83 parents, and 12 teachers, and 320 ninth grade students, 61 parents and 17 teachers. Results revealed that school transitions posed both challenges and opportunities for students. Parents and teachers appeared to have a reasonably good appreciation of how these developmental experiences were perceived by students. Results from this study and from previous research suggest that distinct types of transition programming and a different temporal sequence may be needed in order to facilitate successful adjustment to three components--academic, procedural, and social--of a school transition. Suggestions about effective transition programming for each of the components are provided.

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School transitions have been a frequent topic in both the research and practice literature in recent years (e.g., Alspangh, 1998; Chung, Elias, & Schneider, 1998; Eccles et al., 1993; Felner et al., 1993; Mizelle & Irvin, 2000; Perkins, & Gelfer, 1995; Weldy, 1991). For a number of students, these transitions apparently are difficult to negotiate. For example, the elementary to middle/junior high school transition has been found to be associated with a variety of negative effects on adolescents including declines in achievement (Alspaugh), decreased motivation (Anderman, Maehr, & Midgley, 1999), lowered self-esteem (Eccles et al.; Wigfield, Eccles, Mac Iver, Reuman, & Midgley, 1991), and increased psychological distress (Chung et al.; Crockett, Peterson, Graber, Schulenberg, & Ebata, 1989). Similarly, the transition to high school has also been accompanied by negative consequences for some students including achievement loss (Alspaugh) and dropping out shortly after they enter high school or falling behind and failing to graduate on time (Mizelle & Irvin). In fact, British researchers (Youngman, 1986), estimate that 10% of students suffered serious problems after the transfer to secondary school.

It is surprising, however, that, in most of the transition research, the voices of those who are most directly involved--the students along with their parents and teachers--have been heard only infrequently. How do students view school transitions? What aspects of these transitions do they worry about or find difficult? Are there aspects of school transitions to which they look forward? What and whom do they find helpful in these transitions? What additional assistance might they have liked to have had during the transition? How do teacher and parent perceptions of school transitions compare to student perceptions? These teacher and parent perceptions may be especially revealing as research has demonstrated that parents and teachers can be a significant source of help during the transition (Akos, 2002), yet a child's view is not always perceived accurately by people in the child's environment (Lazarus & Folkman, 1984).

STUDENT TRANSITION PERCEPTIONS

Research about student perceptions of transitions has been most prevalent in the literature and has demonstrated both low (Mitman & Packer, 1982) and high intensity concern about the transition (Arowosafe & Irvin, 1998) as well as diverse perspectives about which transition issues are most important. For example, academic concerns (Mitman & Packer) and social concerns (Diemert, 1992) have both been identified as the primary concern in transition studies. Getting lost, older students and bullies, too much homework, school rules, making friends, and lockers have all been commonly cited student concerns in the transition to middle school (Akos, 2002; Arth, 1990; Diemert; Mitman & Packer; Odegaard & Heath, 1992).

In addition to concerns, two studies (Akos, 2002; Odegaard & Heath, 1992) found that there are aspects of the middle/junior high school transition that are attractive to students. The attractive features include meeting new peers and increased freedom (Akos) as well as having their own lockers (although one third of the students worried about that), having different teachers for several subjects, moving to different rooms for various classes, eating in the cafeteria, participating in the sports program, and the opportunity to make new friends (Odegaard & Heath). Finally, studies have found that significant others can both assist and impede the middle/junior high school transition. Arowosafe and Irvin (1992) reported that parents and siblings or peers often communicated warnings or sensationalized information (e.g., fighting or violence) about middle school. In the Akos study, friends followed by parents and teachers were the most helpful to students in navigating the middle school transition.

Research about student perceptions of the transition to high school is more limited, and developmentally this transition does elicit some distinct concerns. Two studies (Maute, 1991; Mizelle, 1995) identified some concerns similar to those of the middle school transition (grades, friends, bullies, getting lost) as well as some unique concerns (preparing for college/life, parent expectations, and math class in particular). Mizelle also found optimism about more freedom, choices, and sports.