Entering a new school for the first time may be frightening for a child. New faces, new teachers, and new learning material can create an overwhelming experience that could challenge even the most well-adjusted student. As a result, certain academic and social risks may arise. These risks can be mitigated, however, if parents, teachers, and school administrators work to ease the transition.

Patterns of Movement

Ideally, children change schools at the end of a semester or when schools break for the summer, but not all students transfer at convenient times of the year. Those schools with large numbers of transferring children may have students leaving and entering the classroom throughout the semester, creating a number of disruptions in the classroom for the teacher and the students.

School transition takes place most often among certain children who are considered to be at a greater risk. Children from families with low incomes, from culturally and linguistically diverse families, and from families experiencing problems are most likely to change schools (Alexander, Entwisle, & Dauber, 1996). Factors such as unemployment or a family breakup can cause a family to move or cause a child to change schools, often resulting in a troubling experience. When changing schools under these circumstances, children may not have the resources to cope with problems at school as well as at home.

Adjusting as a New Student

Students can expect many differences when entering a new school, and although teachers may assess students for their appropriate academic level, students often have to handle the adjustment to the new school on their own. Adjusting to the standards and practices of a new school in order to succeed academically and dealing with a new set of social rules to fit in socially can be difficult for students.

Another adjustment occurs in the transition between grades. In particular, the transition from kindergarten to first grade can be a critical stage. During the earliest years of school, children experience their introduction to school culture, and many learn in a formal setting for the first time. Children learn how to socialize with each other and establish relationships with teachers. During this period, patterns of good or poor school performance, work habits, interest in things academic, and the child's sense of self as a student all take form (Entwisle & Alexander, 1998; Alexander, Entwisle, & Dauber, 1996). Stability in school is important as children become acquainted with these school patterns.

Suggestions for Schools

When children move frequently, schools can address the issue in a number of ways. Schools who recognize that they have students who move within their district can set up a curriculum with similar instructional units among all schools in the district. Instructional units that coincide with student moving cycles allow students to maintain some continuity in their coursework (Lash & Kirkpatrick, 1990). When school transfers are in close proximity, the school district could even make arrangements for the student to continue on at their current school.

Schools can support students who transfer by offering orientation sessions to tune students into the teaching style they can expect in their new classroom. When school administrators take some of the responsibility away from the teacher, they can alleviate some of the classroom interruptions caused by the arrival of a new student.

Suggestions for Teachers and Parents

Good relationships between teachers and parents can benefit students greatly when children change schools or when families move. Teachers can help children by establishing a portfolio of information about each student for the student's new teacher. In some cases, parents committed to their child's school may seek an alternative to school transfer, such as arranging to have the student remain at their current school. When changing schools is the only option, parents can ask the school for additional information about their child to ensure appropriate placement.

Conclusion

Most children are resilient and can withstand a school or grade change. Making the transition as smooth as possible is the key. By working together, parents, teachers, and school administrators can help children make the transition successfully.

Sources

Alexander, Karl L., Entwisle, Doris R., & Dauber, Susan L. (1996). Children in motion: School transfers and elementary school performance. Educational Research, 90(1), 3-11. (ERIC Journal No. EJ 538 467)

Entwisle, Doris R., & Alexander, Karl L. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. Elementary School Journal, 98(4), 351-364. (ERIC Journal No. EJ 561 641)

Lash, Andrea A., & Kirkpatrick, Sandra L. (1990). A classroom perspective on student mobility. Elementary School Journal, 91(2), 177-191. (ERIC Journal No. EJ 423 492)