Navigating primary to secondary school transitions through the lens of resilience

Abstract

 Resilience is the ability to recover following significant adversity. Some people cope well with the challenges of life, whereas others are less capable of managing them and therefore more likely to suffer from mental health conditions, such as anxiety and depression. The transition from primary to secondary school has been identified as one of five pivotal phases of an average person’s life in which their well-being can be compromised by stress that is associated with a change from one environment to another. Most children can cope easily with this transition; however, some may struggle to adapt to their new surroundings and challenges, which can lead to both short-term and long-term psychological issues, including an increase in behavioral difficulties, higher levels of anxiety, heightened risk of damage to health and, well-being, or potential disengagement. The aim of this study is to understand how children become resilient. Thus, it explores the strengths and protective processes that promote healthy functioning and positive adaptation. Knowledge of the characteristics that impact resilience can inform strategies to help individuals who lack such characteristics. Without positive intervention, a surprisingly high number of children is destined to experience a difficult transition from primary to secondary school and, as a consequence, a higher likelihood of having their education compromised. This study took place at an international school in Hong Kong. The research used an explanatory sequential mixed-methods approach; and consisted of two studies to investigate the following aspects: the relationship between resilience and academic performance, extra-curricular activities, prior transition school experience, gender, and time to settle into a new environment; the role of self-efficacy; and common strands of resilience between students with high and low levels of personal strengths. In the first study, 181 students were surveyed to measure personal strengths of resilience at two points in time: within three months of transitioning to the secondary school and at six months after the transition. The second study involved interviews with six students and five of their parents to clarify the connections between the variables and their perspectives. School records completed the triangulation format. With respect to the aim of enhancing resilience, the principal findings were as follows. First, a notable benefit was derived from having extra time to settle into the new environment. Second, gender differences were significant as girls benefited more heavily from social connections and a sense of belonging compared to boys, who preferred individualistic means. Third, participation in extra-curricular activities bolstered a sense of mastery. Fourth, knowledge of the secondary school lessened transitional anxieties. Fifth, self-efficacy enhanced the areas of cognition and academics, social and relational skills, and emotional regulation. Finally, the promotion of competence, confidence, connection, character and care (the 5Cs) contributed to success in attaining age-salient developmental tasks, positive adaptational adjustments, academic accomplishments, involvement in extra-curricular activities, and development of close friendships. Unanticipated findings included promotive effects of a sibling relationship and connections with pets, an increased risk effect of the presence of a learning disability, and an impact of parenting style. This study generated specific practical implications, such as a whole school-directed focus on well-being at the social, environmental, and curricular level as well as an elevated importance of the primary to secondary transition. It also offers recommendations for whole school focus targeted intervention to strengthening self-efficacious behaviors, and training teachers to understand personal challenges and ways to bolster resilience during the transition.