Transitioning from middle to high school comes with a lot of hiccups and challenges for adolescents as

they are having to deal with this huge change during a season of life that is challenging. During
adolescence, teenagers experience various mental, psychological, and physiological changes. This
dynamic developmental period comes with intense changes, and having a better understanding can help
teachers, school staff, parents, and peers work through these challenges with teenagers. This study
explored the experiences of students when they transitioned from Grade 8 to Grade 9, examined the
available support systems during this transition, and how students utilized the available support
services. In the study, the researcher utilized an interpretative phenomenological analysis and a
semistructured interview protocol via Zoom to understand the lived experiences of students
transitioning from middle school to high school. The sample size included five student participants, five
parent participants, and two school counselors. All the five student participants are current 10th-grade
students who transitioned from feeder middle schools within the same school district. Interviews took
place online using Zoom because of the COVID-19 pandemic. The study found that some significant
socioemotional issues occurred during this transition period. Results from the study indicated that
students felt overwhelmed during the first few weeks of transitioning to ninth grade but quickly
overcame these challenges as they utilized available support provided by school staff. Findings from the
study imply that parents and school administrators played a role in ensuring that the transition was
smooth and manageable.

Aromolaran, 2021

URL: https://digitalcommons.acu.edu/cgi/viewcontent.cgi?article=1366&context=etd

This study explored how international undergraduate students perceive their academic transition into
American higher education. Schlossberg's (1984) 4S Transition Theory served as the framework for
exploring what academic challenges, if any, international students experience during their first year of
undergraduate studies in a new cultural and educational setting. The findings revealed that students'
academic transition into the U.S. higher education was characterized by difficulties in understanding the
academic system of their new environment; overcoming educational, instructional and pedagogical
differences; building social relationships with domestic students; and receiving the support necessary
from the appropriate institutional services.

Krsmanovic, 2022
URL: https://eric.ed.gov/?
q=Lived+experiences+of+secondary+students+to+academic+transition&pg=4&id=EJ1347271

The global trend towards the expansion of student participation in higher education study has resulted
in unprecedented challenges to the sector as it seeks to respond to greater diversity in the student body
and increased demand for academic support and flexibility in entry pathways. Unsurprisingly, this trend
has been accompanied by a proliferation of research examining how universities and higher education
are responding to the challenge of meeting the needs of a diverse population of students. This
qualitative study, using a dual sector further education and higher education academic partner
institution of a dispersed Scottish university as a case-study, investigates the ‘lived experiences’ of
learners as they transition into and through the first year of higher education. The data analysis revealed
three dominant enablers to student transitions: ‘higher education demystification’, ‘student-centred
peer support’ and ‘pastoral care’. The study recognises that student transitions are entangled in
circumstances of time and place, as well as the unique dynamics of individual agency and interaction
with others. However, by linking the student experiences to wider arcs of understanding on educational
transitions, this small-scale study aims to contribute to broader discussions on how to forge better
progression pathways between further education and higher education.

O'Donnell et al., 2018

URL: https://brill.com/view/journals/ser/50/2/article-p23_3.xml?TabMenu=abstract

This paper reports the findings of a systematic review of qualitative research exploring the views and
experiences of pupils moving from primary to secondary school in England. The concept of transition is
explored before a brief discussion of the policy and legislation surrounding educational transition. The
Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was used to
ensure a systematic search, following which seven papers were identified. These were reviewed and
appraised using the Critical Appraisal Skills Programme checklist. Analysis of the literature using
thematic synthesis identified key concerns for children who had undergone transition from primary to
secondary school and factors that supported this. A key theme highlighted was that of relationships,
suggesting this as an area that would benefit from further support. Additional factors including
emotions, identity, environment and strategies/recommendations were explored. This review is relevant
for professionals working with children who will, or have, undergone the transition from primary to
secondary school, and explores recommendations to support this transition.

Mumford & Birchwood, 2020

URL: https://doi.org/10.1080/02643944.2020.1855670

Emerging adolescence (12 to 15 years old) is a critical life period, as individuals experience many
different changes in their social lives, which consequently impact their emotional self. Simply put,
adolescent students experience many life transitions that can influence their emotional well-being. The
purpose of this study was to explore adolescents’ perceptions of and lived experiences with their
transition from elementary to secondary school. The research question that guided this study was: what
are adolescents' perceptions about their experience of the transition from elementary (Grade 8) to
secondary school (Grade 9)? This qualitative study collected data from three Grade 9 male students who
were recruited from a private secondary school in Southern Ontario. As part of a survey, nine open-
ended questions were answered by study participants in a virtual format. A thematic analysis revealed
two main topics across participants’ experiences: social support and coping with stress. Findings
revealed that adolescent males experienced academic, emotional, and social challenges in their
transition from elementary and secondary school, and that emotional well-being plays an important role
for this demographic during this transition. Overall, this study provides a novel and unique insight into
adolescent males’ lived experiences during and their emotional well- being through the transition to
secondary school. Future research and mental health programs should consider the importance of male
adolescent perspectives during this educational transition and other schooling experiences.

Marotta, 2022

URL: http://hdl.handle.net/10464/17329
An attempt was made in this paper to review the literature on academic stress among the secondary
school students and present the causes and symptoms of stress as well as coping mechanism for stress.
The review of literature indicates that the reasons for stress during adolescence are because of
disturbed family dynamics, peer pressure, inability to cope with studies, drug abuse, lack of
competence. The involvement of adolescents in getting instant gratification of needs has led to lot of
stress in them and in their relationships with family and peers. The students coming from joint families
have slightly higher mean of academic anxiety score than their counterparts coming from nuclear
families but this difference is not significant statistically. IQ and demographic factors are not key factor
in academic stress among high school students. In order to overcome deviant behaviors, the parents
play a constructive role in channelizing energies of the adolescents. Proper care should to be taken in
helping to take the right decisions which may affect their future. Anxiety reduction and time
management in conjunction with leisure activities may be an effective strategy for reducing academic
stress in college students. Students should have the aspiration/expectation about their study, not
beyond their capacities and abilities, Students need also proper counseling while selecting their courses
at intermediate level. The parents should also consider the child’s interest and aptitude and not impose
on selecting the courses. The family environment should be congenial and the learning process should
be made pleasurable and parents should avoid making it as a stressful event for adolescents. Author
concludes that supportive and stimulating atmosphere is very necessary for the student to progress in
their academic life and for reaching their aim or goal.

Ghatol, 2017

URL: https://web.archive.org/web/20180422081506id_/http://ijaret.com/wp-content/themes/felicity/
issues/vol4issue1/snehalata.pdf

The goal of this study was to determine how high school and feeder middle school administrators view f
reshmen transition techniques effect student attendance, behavior, and academic progress.
Identifying perceived transition strategies from high school administrators and feeder middle school ad
ministrators could help districts understand the research foundation and professional development requ
ired for the implementation of impactful transition strategies to help all students successfully transition f
rom middle to high school.
This study looked at transition issues from middle to high school, as well as key components of attendan
ce, behavior, and academic achievement, as well as successful transition programs.

(Andrea Lee Foggie, 2020)

https://search.proquest.com/openview/c3c9af71753776417e983fe001d61bc8/1?pq-
origsite=gscholar&cbl=18750&diss=y

The study's objectives are to identify students' strengths and difficulties as they enter the senior phase, c
ompare students' experiences in different courses, curriculum structures, and school organizations, and
characterize students' perceptions of the experienced curriculum and its assessment.This study contribu
tes to the current literature on student voice and curriculum development by connecting students' trans
ition experiences with curriculum policy and delivery at the national, local, and school levels.

( Ana Christina Torres and Mark Priestley 2017)

https://www.researchgate.net/publication/324040856_Students%27_transition_to_senior_phase_-
_student_voices_about_curriculum_and_school_in_the_transition_stage?
_sg=pDPwL_OXgbC_v9gx3vAnX1pbR9s6cDg6vzyHaL91pHViHn5n8o6gdN9FQaMk3C2w4dFsUcRXby03Su
Q

Transitions are times of uncertainty and instability. Students’ transitions throughout schooling have
been broadly discussed within several research fields and theoretical orientations as well as being the
focus of political interest in several countries. In Scotland this has been complicated due to substantial
changes experienced in schools with the development and delivery of Curriculum for Excellence (CfE)
which presently emphasizes on senior phase pathways and support for the new national qualifications
(Education Scotland, 2016a). While its explicit visions of student-centered teaching and of teachers as
autonomous agents of curriculum enactment have caused much excitement and created high
expectations, its delivery has been hindered by the constraints of vagueness and lack of clarity in the
policy documents, misunderstandings of the curriculum purposes and principles and established
incompatible teaching practices and beliefs about education (Priestley & Minty, 2013). Concerning the
transition to senior phase, problems of excessive assessment-related workload and bureaucracy and
inappropriate use of the flexibility in curriculum design and deliver have already been recognized
(Education Scotland, 2016b). However, even though the student is at the heart of this ambitious
curriculum reform, the students’ voices about curriculum and school in senior phase have not yet been
heard. Listening to what students have to say when entering senior phase is not only a way of exploring
the relations between identity, agency and structure in how students cope with this transition stage
(Ecclestone, Biesta, & Hughes, 2010), but can also be a way of making curriculum more relevant for
students (Jenkins, 2006) and increasing students’ engagement and agency within their school and their
learning (Biddulph, 2011). This paper presents an ongoing study of students’ voices about course
choices, experienced difficulties and the curriculum in senior phase, after the transition to this schooling
stage (S4). The study’s objectives are to identify strengths and difficulties that students experience when
entering the senior phase, compare the experience of students in different courses, curriculum
structures and school organisations and characterize the perceptions of students about the experienced
curriculum and its assessment. Its discussion involves suggestions to guide schools in proposals of how
to adjust their curricula to the needs and expectations of their students and, thus, be more prepared to
promote their engagement in learning and school. This study adds to existing literature on student voice
and curriculum development, linking students’ voices in their transition experiences with curriculum
policies and delivery at the national, local and school level.

Transitions are times of uncertainty and instability. In Scotland, this has been complicated due to subtle
changes experienced in schools with the development and delivery of Curriculum for Excellence (CfE)
which emphasizes presently on senior high school phase. Concerning the transition to senior phase,
problems of excessive assessment-related workload and authorities and inappropriate use of the
flexibility in curriculum design and deliver have already been recognized. However, even though the
student is at the heart of this ambitious curriculum reform, the students’ voices about curriculum and
school in senior high school phase have not yet been heard. Listening to what students have to say when
transitioning to senior high school is not only a way of exploring the relations between identity, agency
and structure in how students cope with this transition stage but can also be a way of making curriculum
more relevant for students and increasing students’ engagement and agency within their school and
their learning. The study discusses suggestions to guide schools in proposals of how to adjust their
curricula to the needs and expectations of their students and, thus, be more prepared to promote their
engagement in learning and school.

Tenny S. Brannan, 2022 https://www.ncbi.nlm.nih.gov/books/NBK470395/

Qualitative research is a type of research that determines and provides deeper understanding into real-
world problems. Qualitative research collects participants' experiences, perceptions, and behavior. It
answers questions with hows and whys.

Phenomenological research is used in this study because according to Ho & Limpaecher (2022),
phenomenological research approach is an approach that seeks to understand and describe the general
essence of a phenomenon. In simpler terms, researchers use phenomenological research designs to
understand a phenomenon’s universal nature by exploring the views of those who have experienced it.
This approach is commonly used to study lived experiences, gain a deeper perception of how human
beings think, and expand a researcher’s knowledge about a phenomenon (Ho & Limpaecher, 2022).

https://delvetool.com/blog/phenomenology#:~:text=Phenomenological%20research%20design
%20requires%20the,those%20who%20have%20experienced%20it. • Delve. Ho, L., & Limpaecher, A.
(2022c, March 17). What is Phenomenological Research Design? Essential Guide to Coding Qualitative
Data. https://delvetool.com/blog/phenomenology

www.ncbi.nlm.nih.gov

5 sub questions per research questions (5 about lived experiences, 5 coping, 5 insights) – questions na
pang-interview

In this study, the researcher uses purposive sampling to obtain the sample. According to Arikunto (2010:
183), purposive sampling is the process of selecting sample by taking subject that is not based on the
level or area, but it is taken based on the specific purpose. Purposive sampling is where a researcher
selects a sample based on the needs about the study. The participants are selected based on the
purpose of the sample. Participants are selected according to the needs of the study.

The investigation utilized the qualitative type of research using theinterpretative phenomenological
approach (IPA). The interview questionnaire wasthe main data-gathering instrument. Thematic content
analysis was utilized toanalyze the content of the transcript.The salient findings of this study are the
following:

A synthesis of the specific statements of students’ lived experience of

transition into senior high school resulted in five essential themes namely: Perception of various people
affects outlook of students; School support transition through programs and activities; Challenges and
adjustments in senior high school; Choosing a career path after graduation; and, Preparing oneself and
choosing the right track enhances transition. It is suggested that the schools must perform career
guidance orientation and/or any information dissemination for both Grade 10 students and their
parents/ guardians; Continue offering extra-curricular activities that promotes the use of multi-
intelligences; Recognize output especially efforts done by the students to boost confidence. Further
promote the rewards and recognition program for the students and institutionalize the graduate tracer
study program for the school.

Jindal-Snape's Multiple and Multi-Dimensional Transitions (MMT) Theory is a conceptual framework that
seeks to explain the complex and multifaceted nature of human transitions across different domains of
life. This theory posits that transitions are not isolated events that occur in a single dimension, but
rather involve a multiplicity of interrelated dimensions that interact with one another to shape
individuals' experiences.

The MMT theory also highlights the importance of individual differences in the way people experience
transitions. Factors such as personality, cultural background, and prior experiences can shape
individuals' experiences of transitions and influence the way they cope with and adapt to change.

Overall, the MMT theory provides a comprehensive framework for understanding the complex nature of
human transitions across multiple dimensions. By recognizing the multifaceted nature of transitions, the
MMT theory can inform the development of interventions and strategies to support individuals as they
navigate these challenging periods of change.