Post-Primary Transition Experiences of Students: A Qualitative Case Study of Secondary Schools in Dir Lower

Abstract

For most students, the transition from one school to another can be a daunting experience, more so for public school students in developing countries such as Pakistan, where there is little or no awareness about the myriad ways in which school transition may affect students in their new school environments. This paper therefore seeks to explore the post-primary transition experiences of students in their secondary schools, by adopting a qualitative research design. The doctoral study, from which this paper is drawn, was conducted in eight secondary schools in District Dir Lower, which included four urban and four rural schools. Using purposive sampling, the data were gathered through semi-structured interview schedules from fifty-eight secondary school students who had recently gone through their transition experience after completion of their primary level. The data were analyzed qualitatively using a thematic analysis approach. The main findings of the study show that the participants faced adjustment problems in overcrowded classrooms; similarly, the problem of adults’ pressure, misbehavior and bullying, absenteeism, and dropout issues are the major concerns at secondary schools. A noteworthy proportion of the participants however were found to be satisfied due to sibling support, the academic changes, and teachers’ attitudes at secondary schools. The study recommends that arrangements for additional classrooms in secondary schools be made; a proper counseling system needed to be introduced for investigating the causes of absenteeism, dropout, and students’ other problems; and Parent-Teacher Councils be strengthened for ensuring a conducive learning environment at the school.