"Please Miss, Please!": An Observational Study of Young People's Social and Emotional Experiences Post-Transition to Secondary School

Autor/in	Mahmud, Arif
Titel	"Please Miss, Please!": An Observational Study of Young People's Social and Emotional Experiences Post-Transition to Secondary School
Quelle	In: Improving Schools, 25 (2022) 2, S.114-128 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/13654802211031089
Schlagwörter	Foreign Countries; Middle School Students; Student Promotion; Student Adjustment; Social Experience; Emotional Experience; Peer Relationship; Self Concept; Self Esteem; Self Control; Student Motivation; Resilience (Psychology); United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Support of studies; Studienförderung; Adjustment; Studentin; Adaptation; Soziale Erfahrung; Peer-Beziehungen; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Selbstbeherrschung; Schulische Motivation
Abstract	The secondary school transition is considered a critical life event by practitioners and researchers alike, and the challenges presented by the pupils during this transition continues to be high-profile in educational, social and political contexts. This study focused on Year 7 pupils aged 11 to 12 years old in their first year of secondary school. Classroom observations of around 120 pupils using an open framework recording procedure offered real-time insights into the everyday lived experiences of these adolescents. The paper illustrates the skills and behaviours that children brought to their secondary school transition, and as such reveals how the transition should be perceived as both an event and a social and emotional learning process. The findings of this study highlight the challenges of flexibility and diversity within peer networks after the move to secondary school and the impact the transition can have on the pupils' sense of self. The analysis is discussed in terms of implications for schools, practitioners and researchers with suggestions for further studies with this under-researched and vulnerable group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01