Issue 21: Transitioning to Secondary School | Amanda Lecaude

Many students begin worrying about secondary school sometime during their final year at primary or elementary school (what you call it will depend upon where you live in the world).

Transitioning to secondary school is a big leap for students and is one of several big experiences a child will go through in their lives. It is a time of change, development, and growth in many ways, and they will have lots of thoughts and feelings about it. Students’ concerns are often mirrored in the family, with emotions swinging from excited to unsettled, particularly when a family is going through the transition for the first time. The transition process often evokes mixed feelings of stress and anxiety, enthusiasm, and nervousness. Usually, these feelings are associated with uncertainty. Students worry about what the transition involves and can fear change – a new environment, new routines and new expectations. The fear of the unknown can be very powerful, and removing as many barriers as possible will allow students to embrace the new adventure and find success.

In most, though not all, situations, transition usually means that students move to a completely new school. Even if students do continue in the same school, it can require transitioning to a different campus and significant changes in rules or processes, too.

Most secondary schools in Australia (I am not entirely sure in other parts of the world, though I assume it is similar) have a transition or ‘orientation’ program in place. Naturally, some are more in-depth than others. During these programs and then when students start the new school year, the schools often provide further transition programs or activities to enhance students’ familiarity with the school, the process, and expectations.

It is important to remember that, as parents, it is best not to make assumptions about your child’s expectations. We have a plethora of our own memories, which can sometimes complicate what we expect our children to experience. We must remember that they have never been in this situation before. For some children, it really might feel like walking into an abyss. Others will be full of confidence.

It can also be a big change for parents as no doubt you have built relationships with your child’s primary/elementary school, teachers, other parents and so on. Your relationship with the primary school might be coming to an end and you will have a different relationship with your child’s secondary school. It is okay for parents to have mixed feelings about this too.

Remember, your feelings are potentially sending messages to your child about this journey. Any visible anxiety you may have will not assist them. Our children really do take their lead and energy from us as parents, even though it might not always seem so.

We have a plethora of our own memories, which can sometimes complicate what we expect our children to experience.

Common concerns or worries for children

There are many different concerns with the transition journey. However, in my experience, the following tend to be the most common:

[1] Ability to make friends easily?

Reassurance is needed that they are not the only ones, and it is useful to remind them that they actually already know how to make friends and can do it again.

[2] Worried about the amount of homework they will get.

They are concerned that there will be a dramatic increase and that it will take up all their spare time. The other concern they have is that it will be too hard for them as well. They need to know that homework is going to increase and that it is good to begin developing a good homework routine early that will then allow them to have time for the other activities that are important to them. Organisation and good time management are key!

[3] Going from being the oldest and biggest to the youngest and for some the smallest as well.

The children are currently used to being the bigger ones at primary school usually in both age and size. So, thinking about going to secondary school this will be flipped on its head again.

[4] Not knowing their way around and scared of getting lost easily.

Students are often concerned about not knowing where things are. The size of the school will probably be double or triple in both size and number of students to what they are currently used to. Many schools will give the students maps they can familiarise themselves with, too.

[5] Concerns about using lockers and forgetting combination codes.

Whilst many students are excited about having the opportunity to have their own lockers, they are often a little concerned at the same time. In primary school they are often used to having access to both their tubs and school bags inside their classrooms so having lockers is quite a change.

[6] Getting detention or being bullied.

These are both common worries for students and get raised time and time again. I usually tell students that if they continue to do the right things, then detention won’t be an issue they need to actually worry about. When it comes to bullying, I highlight that if they feel this is happening, they need to speak to someone about it as it is not okay.

Students with Executive Function, ADHD, Autism, or other challenges

Transition can be even more stressful and foreign for these students and their families. There are issues independent of those mentioned above that don’t necessarily affect other students and can include:

• The use of different language by teachers.
• Different body language from what they are used to interpreting.
• New noises or smells that they are not used to dealing with.
• Greater concerns about not fitting in and being supported with their particular needs.
• Being more aware of their difference as well as worried about bullying and friendships.

Most students just want to be seen as being the same as everyone else and therefore the journey to secondary school can be not only stressful and anxiety inducing but can also potentially lead to changes in behaviours as well. Students with any challenge usually need more planning and a greater amount of time spent exploring strategies to deal with all the above-mentioned changes and no doubt there will be others to consider as well.

Most students just want to be seen as being the same as everyone .

Both primary/elementary and secondary schools should be equipped to assist students with greater needs. No doubt there has been considerable effort in researching as well as time and effort prior to the transition time itself in evaluating and selecting a school for your child that is going to suit them and their challenges. The purpose of this article has been written more around making the assumption this has already occurred and therefore focusing on the next steps of the process.

It can be a good idea in the 12 months leading up to starting secondary school to begin introducing or preparing your child. It can be a delicate balance, though, as you want to be able to give them enough support with planning and preparing them; however, you don’t want them to begin to unnecessarily worry too early and impact their time and experiences in their last year of primary/elementary school either. At the end of the day, you know your child better than anyone, and along with any professionals that you have supporting your child (usually outside of the school), it can be useful that you come up with a plan together in the lead-up to follow. Each child is naturally different, and what gets put into place for one child is unlikely to be the same for another.

I usually advise parents to begin implementing tools and strategies in the home in the child’s last year of primary school, such as:

• Introducing them to calendars/planners.
• Having a timetable for themselves that they follow.
• Ensuring they have regular and consistent routines.
• Developing more independence where practical and learning to do things for themselves.
• Teaching them to have more responsibility.
• More problem-solving rather than having things solved for them.

One key piece of advice is to never assume the same support will be in place at your child’s next school.

It is important for parents to get in touch with both the primary/elementary and secondary schools as early as possible to see what additional services or experiences are available for students to assist with the transition. In doing this, you are more likely to establish the best possible approaches for students and ensure a greater chance of success.

At the beginning of your child’s final year at primary/elementary school, it is important that a plan is established with the primary/elementary school to assist your family with the transition process. This is even more vital if funding and integration aides are involved in your child’s education, as this can often involve more time and planning. One key piece of advice is to never assume the same support will be in place at your child’s next school. Communication, including specialist reports and plans, must be shared between the two schools and where possible, I encourage handover meetings to take place.

Usually, for children with additional needs, there are extra transition programs available at the new school, often in smaller groups prior to any main days that involve everyone. These are vital opportunities for children to begin to get a feel for the new school, learn where things are, meet others, and begin to build relationships with key staff members, too.

Key areas to be addressed or questions to ask:

• What supports does the school offer to both the students and the families?
• What information is provided to teachers? This information can be referred to by various terms; Individual Learning Plan (ILP), Individual Education Plan (IEP), Personal Learning Plan (PLP), Individualised Education Plan (IEP) or 504 Plan. Where there isn’t something in place, I often encourage parents to draft their own which includes some basic background information about the child’s interests, strengths, challenges, and strategies to support them in the classroom.
• What is the best way to communicate with the school, and how often can meetings be arranged? What to do outside of those meetings if there is an issue? Who are the key people to contact?
• What accommodations can be put into place to assist the student with assessments and exams? Are there any processes that the student and family need to be aware of in relation to getting these accommodations now or in the future?

In my experience, though it can depend upon the schools themselves, advocating for your child at secondary school can often be different to that at secondary school. It is still a vital component and is equally as important to ensure your child is supported with their learning at all stages. Often, it is just knowing who the correct people are that you need to liaise with and understanding the processes the school has in place. As more teachers are usually involved, it can sometimes be trickier to see them all implementing the tools and strategies for students and knowing who you need to liaise with at different times and for what. Hence why that is one of the important questions to address in the early stages so should something happen that needs to be address parents know exactly who they need to get in touch with.

My final piece of advice to parents is to trust your own gut instinct – as noted earlier, you know your child better than anyone, and if you feel something isn’t going well with their journey at any time, you are probably spot on. If you are worried about something, please communicate with the appropriate personnel at the school. Likewise, I say to parents if there are significant changes in events, medications, or family situations, then it can be useful to communicate these to the school.

Trust your own gut instinct – you know your child better than anyone, and if you feel something isn’t going well with their journey at any time, you are probably spot on.

At the end of the day the best way to support your child is by having a team approach and all working together where possible. At times, this may also include other healthcare professionals like Psychologists, Behaviour Supports, Occupational Therapists, Speech Pathologists and Academic or Executive Function Coaches. Seeking their input and advice with the journey can also be useful to both the child and family.

All the very best to you and your child for the transition journey ahead!

Amanda Lecaude

Amanda is an experienced Academic Life & Executive Function Coach and an Organising & Time Management Expert. She is very passionate about ensuring all students are equipped with simple and effective organisational, time management and study skills as they are key to their success and enjoyment at school and in life. Based in Australia, she works with students, parents, teachers and schools on a range of related topics. Amanda has extensive experience supporting students on the transition journey from primary to secondary school and has also just authored a book for secondary school students titled Conquering Time Management & Organisation.

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Extracts from Dystinct Magazine