Back in November 2008, we told you about the parent workshops being conducted on this topic by Angie Wilcock and her company High Hopes Educational.

Since then, she’s conducted many more workshops, written many articles and addressed conferences including last year’s combined ACSSO/APC National Conference on Education.We asked Angie to give us her informed, personal view of where we are in managing primary-secondary transition.

Transition to High School – Have We Done Enough?

A report on the outcomes of parent focus groups conducted early in 2009 by the Family-School Community Partnerships Bureau identified transition to high school as an issue of concern for parents, and one which needed stronger leadership from schools.

Opinion favoured more serious efforts to help parents transition as their child moves to high school, with many believing that “this could cement good relationships between the school and its new families tothe long-term benefit of all parties”.

So, are we moving towards a stronger commitment to what has been widely recognised and acknowledged as one of the most critical phases in our children’s  growth and development? Parent groups and organisations are certainly becoming more vocal in their wish to be more involved in this phase – not only at the school front, but also at the home front. Bottom line – parents WANT information, they WANT training, they WANT to be involved! For the past four years that I have been working with parents and students in this area of transition, it is abundantly clear that the thirst for information and support is not yet quenched!

How are we currently meeting this need…and is it enough? Initiatives at the school level, whilst perhaps differing from one school to the next, remain fairly constant – high school ‘links’ programs offering subject/teacher ‘familiarisation’ sessions for students; orientation sessions for parents; information and ‘transition tips’ uploaded on Department of Education websites etc. These initiatives offer a basic platform of support – but what about the everyday, practical issues which concern both parents and their children at home? Is this support enough? Frankly – no!

The importance of a successful transition from primary to high school has been vastly underestimated – as already mentioned, parent groups and organisations are demanding more support. Since presenting my work at the ACSSO and APC National Education Conference in Hobart last October, I have had requests from state and independent schools’ State parent organisations in WA, SA, Victoria and the ACT to work with parent groups and to speak at conferences on the importance of this transition phase and HOW parents can develop and maintain a strong and effective partnership in their children’s education. Have the schools themselves been as proactive? In general, unfortunately, no.

Concerns expressed by parents in the Bureau’s 2009 parent focus groups are not unique to Australian families. Two UK studies, the Manchester Transition Project (initiated 2002 and still evolving!) and theDepartment of Children, Schools and Families “What Makes a Successful Transition from Primary to High School?” study in 2008 (report released 2009) reveal the same kind of concerns as expressed by families here.

The Manchester Transition Project, whilst focusing attention on transitioning families from pre-school (‘nursery’) to school, has had an enormous and positive impact on strengthening the relationship between schools and families in what is broadly seen as a “socially disadvantaged” area. Not all school principals and staff showed enthusiasm for the ‘Project’ for a variety of reasons, but the results have been outstanding in terms of drawing communities together for the common goal of providing opportunity and a positive, and hopefully long-term, ‘connection’ to education. One teacher involved in the project claimed, “It seems at last the two polar opposites are supporting each other and working together as a team to educate their child.”

The Department of Children, Schools and Families longitudinal study on successful transition to high school canvassed six Local Authorities (or regions) and more than 500 families. A series of surveys and questionnaires included in the study revealed that, when asked about some of the issues ‘worrying’ parents about entering high school 53% claimed Bullying was their prime concern, but a combined 49%claimed that Amount of Homework (26%)  and Level of Work (23%)was of major concern; on the issue of what primary schools can do better to help prepare students for high school, a staggering 34.5% of parents believed that students needed better preparation in the area of Yr 7 and increased homework. This figure was followed by 19.7% of parents requesting increased induction and information sessions.

The study concluded that to ensure children’s transitions are successful, “all three areas (social adjustment, institutional adjustment and curriculum interest and continuity) need to be taken into account when planning transition strategies at Local Authority level”. Subsequently, plans are underway to tackle the identified needs in these areas.

As parents we know that not every child is destined to achieve academic greatness – but every child is entitled to be provided with the best chance to achieve his or her potential. Transition from one phase of education to another is significant – it should not be under-estimated or simply waved aside as ‘part of growing up’. Too much anecdotal and research evidence is on offer to suggest otherwise.

Bottom line, parents need to convince schools and school principals that more attention is needed in this area of transition – more information, more staff training, more guidance on ways to support their child’s learning at home – this is a TEAM effort!

“Parental interest in their child’s  education is the single most powerful predictor of achievement by age 16″ (BECTA study, 2009) – strong statement? You bet!

Angie Wilcock

High Hopes Educational Services
http://www.highhopes.com.au