Supporting School Transition to Year 7
September brings a swift shift from warm summer breezes to crisp autumnal winds. However, this is accompanied by another tough transition for young people: getting back to school. It is an often dreaded month for students returning to the classroom – particularly those facing the much anticipated transition from year 6 to year 7 (primary to secondary level eductation). What's more, as children are maturing emotionally and physically, their need for recuperation and physical replenishment can lead to struggles with early mornings and the prospect of a higher intensity of homework. Transitions at this age can involve some complex emotions.
The secondary school transition to Year 7 is often a time where a shift in identity is being experienced. Children arrive at the brink of adolescence; those infamously overwhelming years of rapid physical, emotional and social growth. On top of these changes, a new school regime often comes with an array of academic and interpersonal challenges - social politics, figuring out where they fit in and belong, the impending worry of GCSE choices and an entire new landscape of teachers, peers, corridors, buildings and classrooms. Naturally, this can often feel too much for young students to manage.
Research has suggested that this transition can often be associated with a decrease in academic engagement and a rise in depression and anxiety (Jindal-Snape et al 2020).
We also need to bear in mind that some of these children had their academic journey interupted by the COVID-19 pandemic, which led to home schooling and online lessons. It radically changed their learning experience, but also impacted normal experiences of social life and routines. Certainly, the pandemic did not make transitions easier for students, with lockdown having knock-on effects for all young people upon their emotional and social development. Recognising these issues, Ofsted (2015) highlighted the need for school staff to ‘make adequate transfer arrangements’ by improving how staff may talk to students about this shift and what it may entail with the aim of decreasing anxiety around the change. Those conversations should remain a cornerstone of support, even now that the pandemic is behind us.
Anxiety as a useful tool
Of course, the nerves young people experience can often be accompanied by feelings of excitement and anticipation for the new and exciting 'grown-up' years that lie ahead. It is useful to understand the importance and utility of these feelings – anxiety does not always need to be interpreted as a pathology or real cause for concern. Stress also has a positive function, in readying us to access something special and valuable in our lives. Feelings of anxiety and nervousness are often a normal response to a change in environment and upcoming challenges, and they can sometimes blur with the physiological changes that occur when we are aroused in a more positive, excited way. In fact, Helen Lucey (2010) proposes such nerves are a necessary aid in developmental processes and actually serve an important function during transitional states. Therefore, when appropriate, it is useful to remind ourselves and our children of this when these uncomfortable feelings arise. Ask them, 'are you worried about something, or just finding the excitement too much ?'. Knowing what helps you, or your children at these times, suggest ways to crunch stress, or overcome anxiety (more on this later). However, if feelings of anxiety become too difficult to manage and get in the way of normal day to day functioning, there is never any shame in reaching out for specialist help. (Try your GP or Young Minds, as a first port of call).
The importance of supporting our children during this time
Research has highlighted the importance of cultivating a supportive environment for young students. West et al (2010) found having a negative experience when moving from primary to secondary school can have a lasting impact on students’ academic and psychological wellbeing.
But don’t worry - there are many ways to help facilitate a smooth transition for our children during this disconcerting time.
Crunching Stress and Overcoming Nerves
Physical activity is a reliable means of crunching stress - sport, regular walks, going for a swim or bike ride are just some of the easy ways to channel excess nervous energy, into productive activity. The endorphins released in the body through exercise will have a soothing effect, and the social time and distraction achieved will help to lift spirts, enhacing self-esteem. If you can't get out, you may be able to access dance games or yoga sessions for children, on Youtube.
Helping your child think about what is likely to go well, and/or what will be enjoyable when they finally settle into year 7, is a great way to change the mindset from one of negative anticipation, to positive expectation. A vision board can be used - simply an art canvas, cork board or large sheet of sugar paper - on which you can support the child in highlighting all the opportunities and fun things they will encounter at school. The canvas or board can be used to draw, write and stick things on. It can also help to add photos of the school, the headteacher and if you know, the form teacher too. Such creative activities can support the child to engage with their worries, rather than run away from them.
Establishing routines
As the carefree days of summer come to an end, it is useful to prepare young people for the inevitable yet often unpleasant shift in routine. During times of high stress and change, it is valuable to take it back to the basics - good sleep! Encouraging early nights and earlier mornings before the new term begins can help make the thought of school mornings more bearable. Furthermore, falling asleep at a sensible time and waking up with the sun is often a sure plan to optimize the chance of good rest, which is the first step in fostering resilience to the days’ challenges. Limiting screen time before bed, having warm shower and glass of milk and suggesting a good book is also a simple trick to ease into restful sleep.
Being prepared and organised
Other protective factors that can help shield young people during this period include organisational planning. The development of this skill differs between individuals, and it often takes time to master. However, beginning early is key. We can help our children to develop organisational skills starting with visits to the school and surrounding area, and perhaps even having a tour or meeting staff and student mentors. Open days are well worth attending (I appreciate, if your child is about to start school as you read this, you may have missed the boat), and websites can be a wonderful way to get a glimpse of the space and facilities. Also, help your child be organised in respect of all the equipment and resources they may need to have a positive experience. Beginning the year with a new set of stationary and a fresh new uniform is an easy way to help them walk in with confidence and poise. Help them consider their timetable, and also develop a routine for their study time when they come home. And be organised in the fun and leisure space too - plan for good times, so that your child has something to look foward to.
Emotional support and fostering a safe space
Inevitably, supporting their emotional wellbeing may feel less straightforward than this. Although this is a time in life that most of us have to go through, that doesn’t mean it’s easy. Approaching young people with empathy and understanding is really important in creating a safe space where they feel able to express their feelings and concerns openly. With the anticipation that comes with a whole new set of peers and academic demands, it may be useful to contextualise this. Share how it was for you, and how you coped. If there is an older sibling, see if they might act as a mentor. Be aware that your own anxiety as a parent or carer, may be impacting your child. Sometimes this come across as avoidance or overcaring/ overreassurance (yes, it can be overdone!) - so consider if you are getting the balance right.
Social approval and academic success seems important, and in many ways it is, but the resilience and ability to manage these life stressors are even more essential. These skills will prove even more useful throughout the years, and we should be reminding them (and ourselves), that a part of healthy emotional regulation is to learn how to properly take care of yourself. Know when you need to reach out for support, when you need a break, and when you just need to do the task you have been putting off!
Utilising mindfulness practices
Furthermore, educating students in improving awareness of stressors and their own vulnerabilities is important in getting them to pay attention to their own feelings. Part of managing the uncomfortable feelings that may come up could involve the practice of simple mindfulness based techniques. Research on children using mindfulness practices as a tool to navigate educational settings is on the rise. These include meditation based approaches, deep breathing and kindness practices. There are good resources on the internet, not least on Youtube channels, which can help start the journey into mindfulness.
Embracing times of change and the challenges ahead!
The move from primary to secondary school is massive. It can be an overwhelming time for the whole family – but there are many ways to mitigate this stress and help make it feel like the exciting time it can be. A tailored degree of support provided by family, peers and teachers are all essential features of ensuring the wellbeing of our young ones. Nerves and anxiety are inevitable during this change, but it important to remember, phases of transition are inevitable and necessary for healthy growth. Leaning into these experiences with courage, self-compassion and understanding are key to fostering happy and confident children who feel ready to face the challenges ahead.
References
Bagnall, C.L., Skipper, Y. and Fox, C.L., 2022. Primary‐secondary school transition under Covid‐19: Exploring the perceptions and experiences of children, parents/guardians, and teachers. British Journal of Educational Psychology, 92(3), pp.1011-1033.
GOV.UK, Ofsted (2015). Key stage 3: the wasted years? [Online] Manchester. Available at: https://www.gov.uk/government/publications/key-stage-3-the-wasted-years
Jindal‐Snape, D., Hannah, E.F., Cantali, D., Barlow, W. and MacGillivray, S., 2020. Systematic literature review of primary‒secondary transitions: International research. Review of Education, 8(2), pp.526-566.
Reay, D., 2001. Finding or losing yourself?: working-class relationships to education. Journal of education policy, 16(4), pp.333-346.
West, P., Sweeting, H. and Young, R., 2010. Transition matters: pupils’ experiences of the primary–secondary school transition in the West of Scotland and consequences for well‐being and attainment. Research papers in education, 25(1), pp.21-50.
Author Gemma Nield / guest writer & student
Gemma is studing for a Masters in Science Communication. She loves to keep her brain active through research and creative writing. Getting ready to train in Mindfulness, she is developing self-compassionate approaches, and wants to help others do the same.
Please do not hesitate to contact us at Solihull Well Being Clinic if you are in need of advice or specialist support. We have a number of child counsellors but also services such as child psychotherapy, drama therapy, sophrology, family therapy and sensory assessment/advice (inc ASD and ADHD assessment) which can be bery helpful to children presenting with more significant challenges.
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