Transitioning to formal schooling is an important milestone for children. However, some children experience difficulties during this transition. This study draws on maternal reports to identify clusters of closely related school transition difficulties among children and examines their duration and associations with children’s behavioral outcomes. Ethnicity, language proficiency, and area-level socioeconomic status are included as covariates. Data from 4,501 children and their families, drawn from a longitudinal birth cohort study in New Zealand, were analyzed using hierarchical clustering to group transition difficulties based on their interrelatedness. Significant differences emerged across groups in the duration of difficulties, and between children who experienced no difficulties and those who did, in terms of behavioral outcomes, ethnicity, language proficiency, and socioeconomic context. Findings highlight the importance of transition support practices and early interventions in easing school entry, and underscore the need to strengthen connections between home, early childhood education, and school to better support children facing greater challenges during this formative period.

Authors:
Jonghyun Jun, University of Auckland, New Zealand
Kane Meissel, University of Auckland, New Zealand
Maria Cooper, University of Auckland, New Zealand

About the Presenter(s)
Mr Jonghyun Jun is currently a PhD Candidate in the School of Learning, Development and Professional Practice, in the Faculty of Education and Social Work at the University of Auckland, New Zealand.

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