The social transition of behaviourally disordered students from year 8 to year 9 : research project.
Degree GrantorUniversity of Canterbury
Degree NameMaster of Teaching and Learning
Transition to high school occurs for most students in New Zealand. In transition students face new experiences and their ability to cope is dependent on their personal skills as well as the preparation they receive from their primary/intermediate teachers. The students who are behaviourally disordered already experience difficulties in primary/intermediate school and their teachers suggest that they will not cope at high school (Hawk & Hill, 2000). Three primary/intermediate teachers and a high school Dean were interviewed to determine how Year 8 teachers prepare behaviourally disordered students for social transition to high school. The findings show that there is no consistent approach used and the strategies employed are dependent on the experience of the teacher as well as his/her personal philosophy along with his/her school's philosophy. The teachers and the Dean suggest that some strategies used enhance the opportunities for pro-social interaction and others inhibit it. They also suggest that the transition process used does not allow time for dialogue between the sectors, which McGee (1987), MOE (2004) and Sutton (2000) suggest would be appropriate for the behaviourally disordered students entering high school.