Transitioning from primary to secondary school can be a significant milestone in a young person’s life. While many students navigate this change smoothly, others may find it challenging. A recent study using SHRN data delves into how socioeconomic status (SES) i.e. a family’s economic and social position, determined by factors like income, education, and occupation, might be associated with the transition experience, young people’s mental health and experiences of bullying.
In this blog, Dr Caitlyn Donaldson, Research Associate at The Wolfson Centre for Young People’s Health , Cardiff University, explores how socioeconomic status (SES) impacts these factors during school transitions within the Welsh education system.
The Study’s Focus
In Wales we have increasing numbers of ‘all-through’ or ‘all-age’ schools, where young people can remain in the same school from age 3 to 16 or 18. This provides an interesting natural experience to explore whether mental health and bullying outcomes differ between children who transition to secondary school at age 11 years and those who remain in all-age schools in Wales. It uses advanced statistical methods to compare the outcomes for students in their first year of secondary school.
Key Findings
- Socioeconomic Status and School Type:
- Low SES Students: The study found some evidence that students from low SES backgrounds may experience fewer peer problems, conduct issues, and bullying victimisation when attending all-age schools compared to secondary schools.
- High SES Students: Conversely, students from high SES backgrounds tended to have more positive outcomes in secondary schools.
- School Connectedness:
- The research explored whether school connectedness could explain the differences in outcomes but found no evidence that it mediated the relationship between school type and mental health or bullying outcomes. However, high levels of school connectedness were associated with better mental health and lower bullying in both types of school.
Implications for Educators and Policymakers
The findings suggest that all-age schools might help reduce health inequalities caused by SES. For students from low SES backgrounds, the continuity provided by all-age schools could offer a more stable and supportive environment, mitigating some of the challenges associated with transitioning to a new school. Those with high SES may benefit more from transitioning to a secondary school. We suggest that this may be because moving to a new school at the end of year 6 provides greater opportunities for personal growth and development, but only if a child has the coping resources and resilience needed to transition successfully into the new environment.
Conclusion
This study provides valuable insights into how different school structures can impact students’ mental health and experiences with bullying. By understanding these dynamics, educators and policymakers can better support students during critical transition periods, ensuring that all young people have the opportunity to thrive.
Share your experiences, and advocate for policies that promote school connectedness and mental well-being by emailing shrn@cardiff.ac.uk.
For more detailed insights, you can access the full research publication here.
About the author
Dr. Caitlyn Donaldson is a Research Associate at Cardiff University, specialising in the intersection of socioeconomic status, school connectedness, and child health and well-being. With a PhD in the transition from primary to secondary school and its impact on young people’s mental health, Dr. Donaldson’s research focuses on understanding and addressing health inequalities among children. Her recent work includes a comprehensive analysis of The SHRN Student Health and Well-being Survey in Primary schools, highlighting the critical role of school and family socioeconomic status in shaping children’s health outcomes.