The Primary-Secondary Transition: A Case Study of a Midlands Comprehensive School

Abstract

Some boys and girls, as a result of their circumstantial histories, are particularly susceptible to stress and, when faced with anxiety-provoking situations, they can become disruptive. Docking (1978) suggests therefore that one way in which schools could help themselves is to minimise stressful situations. There are two particularly difficult periods in a child's school life. The first occurs during the transition from home to school, when the child is separated from his or her mother often for the first time (Caspari 1976). The second occurs during the move from primary to secondary school. Moore (1966) analysed some of the difficulties of adjustment as perceived by 164 six- to eleven-year olds. At least one fifth of these primary school children appeared to experience difficulties with teachers, due to shouting, favouritism and reprimands perceived as unfair. Others found difficulty coming to terms with lack of privacy and uncleanliness in school toilets, finding work too difficult, and a dislike of undressing for physical education. Whilst most children appeared to adapt progressively over the years, 18 per cent remained generally unreconciled up to the end of primary school.