Designing and Evaluating Strategic Models for the Successful Transition of Students to Secondary School

Document Type : Original Article

Authors

1 p.h.d.student, university of Mazandaran, Babolsar, Iran

2 Associate professor of university of Mazandaran. Babolsar.Iran

Abstract

Background and Purpose: The aim of this study was to design a model for the successful transition of students to secondary school.
 Methods: This study employed a qualitative approach, specifically Grounded Theory. The participant group included education professionals, psychologists, and school counselors. Sixteen participants were selected using purposive and theoretical sampling.
Results: The results indicate that social challenges, such as difficulties in forming new friendships and concerns about peer acceptance, along with educational challenges, including increased textbook volume, changes in assessment systems, longer school hours, and exposure to diverse teaching methods, contribute to high school transition difficulties. Moderating factors include students’ personality traits and family dynamics, while contextual factors encompass school characteristics and family socioeconomic status. Specialists emphasized family support, emotional support from schools, educational support from teachers, and organizational support from schools as key strategies for overcoming transition challenges. Implementing these strategies can lead to social, educational, and emotional improvements for students.
Conclusion: The findings of this study provide guidance for families, school administrators, teachers, and counselors to better support students in preparing for and adapting to the transition to high school.

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