Sense of Belonging Pre/Post Transition to Secondary School: Privileging Student Voice

Figures & data

Table 1 Key Queensland Government Middle Schooling/Junior Secondary Reports

Year	Key Queensland Government Middle Schooling/Junior Secondary Reports	Explanation
2002	Queensland Government – Education and Training Reforms for the Future (ETRF): White Paper	Major focus was for all young people to complete Year 10 and then go on to gain at least a Senior Certificate or a Certificate III. Included commitments to strengthen the middle years of schooling.
2002	Carrington – The Middle Years of Schooling in Queensland: A Way Forward	Discussion paper prepared for Education Queensland. This paper analyzed international and national trends in the middle years, identified a number of key themes from this literature and provided a number of recommendations to scaffold a way forward for middle years schooling in Queensland.
2003	Queensland Government – See the Future: The Middle Phase of Learning State School Action Plan	This action plan recognized the special needs of students across Years 4 to 9 and provided actions for implementation. It sets the direction, clarified expectations and accountabilities for all Queensland schools related to the Middle Phase of Learning.
2009	D.E.T.E. – A Flying Start for Queensland Children: Green Paper	This paper sought the views of Queensland about how we can best give our children a flying start to prepare them for the transition to primary school and then into secondary school. This included three major objectives. Objective 2 was to improve transitions from primary to secondary school and supporting adolescent development. This included moving Year 7 from primary to high school for the first time in Queensland.
2010	D.E.T.E. – Flying Start for Queensland Children: White Paper	The White Paper confirmed the suggested initiatives and proposals of the Green Paper after public consultation. The outcomes of this consultation informed the education reform package presented in the White Paper.
2012	A.C.E.R – Junior Secondary: Theory and Practice	The purpose of this paper was to elaborate on the six principles underpinning the new junior secondary phase of education in Queensland government schools. The paper describes the evidence base and practical applications of the junior secondary principles.
2012	Queensland Government - Junior Secondary Agenda 2012–2015	This document identifies the six guiding principles of junior secondary which would provide the framework for schools to design and implement practices to support staff, students, parents and the wider school community in the move to junior secondary.

Table 2 Junior Secondary Guiding Principles

Guiding Principle	Explanation
Distinct Identity	Junior secondary students will be encouraged and supported to develop their own group identity within the wider high school. This can involve dedicated school areas and events.
Quality Teaching	Teachers working with students in the junior secondary years will be given the skills they need through additional professional development, so they can support young teens through these crucial early high school years.
Student Wellbeing	We will meet the social and emotional needs of junior secondary students with a strong focus on pastoral care. For example, schools could provide a home room to support students as they adjust to new routines and greater academic demands.
Parent and Community Involvement	We want parents to stay connected with their students’ learning when they enter high school. Parent involvement in assemblies, special events, award ceremonies and leadership presentations will be welcomed.
Leadership	Schools will be encouraged to create leadership roles for students in Year 7, 8 and 9. Dedicated teachers experienced with teaching young adolescents will lead junior secondary supported by the principal and administration team
Local Decision-making	The needs of each school community will influence how junior secondary is implemented in each school.

Adapted from Pendergast et al. (2015, p. 3).

Table 3 Phase One – Pre-Transition (Year 6)

Subscale 1: Identification and Participation in School	GENERAL		MALES		FEMALES
Item	Agreement (SA/A%)	MEAN	Agreement (SA/A%)	MEAN	Agreement (SA/A%)	MEAN
NO 1 - My school is a place where I really like to go each day.	75.7%	3.93	77.3%	3.92	75.7%	3.94
NO 4 - I feel like a real part of this school.	73.4%	3.93	74.2%	3.93	73.4%	3.92
NO 6 - I feel connected to this school.	74.6%	3.82	67.4%	3.84	74.6%	3.81
NO 7 - I contribute to this school in a positive way.	80.4%	4.12	82.9%	4.15	80,4%	4.09
NO 9 - I feel like I belong at this school.	72.5%	3.90	71.6%	3.92	72.5%	3.89
NO 11 - This school is a place where I am happy.	74.6%	3.95	76.0%	3.99	74.6%	3.91
NO 13 - I believe that I can succeed at my school.	86.4%	4.28	87.5%	4.29	86.4%	4.26
NO 14 - At this school I am involved in many extracurricular activities.	73.4%	3.95	77.5%	4.08	73.4%	3.83
NO 22 - There are many activities to do at this school that interest me.	81.3%	4.08	78.9%	4.05	81.3%	4.11
NO 25 - I get to do work at my school that interests me.	76.6%	3.98	77.9%	4.02	76.6%	3.94
NO 27 - There is real school spirit at this school.	68.6%	3.87	67.4%	3.83	68.6%	3.90
	Mean Average	3.98	Mean Average	4.00	Mean Average	3.96
Subscale 2: Perception of Fitting in among Peers	GENERAL		MALES		FEMALES
Item	Agreement (SA/A%)	MEAN	Agreement (SA/A%)	MEAN	Agreement (SA/A%)	MEAN
NO 2 - This school is a place where I have good friends.	93.5%	4.54	93.4%	4.50	93.5%	4.57
NO 10 - I get along with most people at this school.	79.6%	4.04	79.9%	3.99	79.6%	4.09
NO 12 - I feel safe at this school.	80.6%	4.18	79.8%	4.12	80.6%	4.24
NO 17 - I feel important at this school.	61.0%	3.60	60.1%	3.58	61.0%	3.63
NO 20 - Students have a voice/say in this school.	63.0%	3.71	61.4%	3.72	63.0%	3.72
NO 23 - I can really be myself at this school.	73.6%	3.90	73.6%	3.92	73.6%	3.88
NO 24 - At this school people here notice when I’m good at something.	73.9%	3.97	72.9%	3.93	73.9%	4.00
	Mean Average	4.04	Mean Average	3.97	Mean Average	4.02
Subscale 3: Generalized connection to Teachers	GENERAL		MALES		FEMALES
Item	Agreement (SA/A%)	MEAN	Agreement (SA/A%)	MEAN	Agreement (SA/A%)	MEAN
NO 3 - Teachers have high expectations for me at this school.	78.9%	4.14	78.1%	4.12	78.9%	4.17
NO 8 - Most teachers at this school are interested in me.	48.7%	3.51	46.8%	3.48	48.7%	3.55
NO 15 - I get along with most of my teachers at this school.	85.0%	4.19	84.6%	4.18	85.0%	4.22
NO 16 - Teachers treat students fairly and respectfully at this school.	72.7%	3.91	70.0%	3.91	72.7%	3.93
NO 18 - My teachers take a personal interest in helping me with my schoolwork.	75.0%	3.99	73.4%	3.97	75.0%	4.00
NO 19 - There’s at least one teacher or staff member at this school that I can talk to if I have a problem.	84.8%	4.32	85.8%	4.32	84.8%	4.31
NO 21 - My teachers say something positive to me when I have done my best.	87.3%	4.28	86.7%	4.25	87.3%	4.30
NO 26 - The teachers at my school respect me.	76.5%	4.01	76.4%	4.02	76.5%	4.02
NO 28 - At this school teachers care about me.	76.0%	4.05	76.0%	4.03	76.0%	4.07
	Mean Average	4.04	Mean Average	4.03	Mean Average	4.06

Table 4 Phase Two – Post – Transition (Year 7)

Subscale 1: Identification and Participation in School	GENERAL		MALES		FEMALES
Item	Agreement (SA/A%)	MEAN	Agreement (SA/A%)	MEAN	Agreement (SA/A%)	MEAN
NO 1 - My school is a place where I really like to go each day.	70.9%	3.84	70.1%	3.85	71.9%	3.83
NO 4 - I feel like a real part of this school.	57.4%	3.56	59.9%	3.67	55.0%	3.45
NO 6 - I feel connected to this school.	53.3%	3.47	55.2%	3.51	51.2%	3.44
NO 7 - I contribute to this school in a positive way.	71.6%	3.85	71.6%	3.82	69.4%	3.89
NO 9 - I feel like I belong at this school.	62.8%	3.60	61.1%	3.56	64.4%	3.63
NO 11 - This school is a place where I am happy.	67.5%	3.79	66.8%	3.78	66.9%	3.79
NO 13 - I believe that I can succeed at my school.	81.4%	4.10	81.5%	4.07	81.3%	4.11
NO 14 - At this school I am involved in many extracurricular activities.	57.7%	3.60	59.2%	3.60	56.3%	3.61
NO 22 - There are many activities to do at this school that interest me.	74.5%	3.93	76.5%	3.98	71.2%	3.88
NO 25 - I get to do work at my school that interests me.	72.2%	3.82	78.3%	3.93	66.2%	3.71
NO 27 - There is real school spirit at this school.	67.9%	3.83	70.1%	3.84	65.6%	3.83
	Mean Average	3.76	Mean Average	3.78	Mean Average	3.74
Subscale 2: Perception of Fitting in among Peers	GENERAL		MALES		FEMALES
Item	Agreement (SA/A%)	MEAN	Agreement (SA/A%)	MEAN	Agreement (SA/A%)	MEAN
NO 2 - This school is a place where I have good friends.	91.5%	4.45	91.7%	4.45	91.2%	4.46
NO 10 - I get along with most people at this school.	80.1%	4.00	83.5%	4.05	76.9%	3.95
NO 12 - I feel safe at this school.	66.9%	3.80	66.8%	3.82	66.9%	3.78
NO 17 - I feel important at this school.	53.3%	3.44	52.2%	3.47	54.4%	3.41
NO 20 - Students have a voice/say in this school.	61.6%	3.65	60.5%	3.65	62.5%	3.64
NO 23 - I can really be myself at this school.	67.8%	3.76	65.6%	3.71	70.0%	3.80
NO 24 - At this school people here notice when I’m good at something.	65.6%	3.72	65.0%	3.75	66.3%	3.70
	Mean Average	3.83	Mean Average	3.84	Mean Average	3.82
Subscale 3: Generalised Connection to Teachers	GENERAL		MALES		FEMALES
Item	Agreement (SA/A%)	MEAN	Agreement (SA/A%)	MEAN	Agreement (SA/A%)	MEAN
NO 3 - Teachers have high expectations for me at this school.	78.0%	4.07	79.0%	4.06	77.6%	4.09
NO 8 - Most teachers at this school are interested in me.	44.2%	3.36	42.1%	3.30	46.3%	3.41
NO 15 - I get along with most of my teachers at this school.	76.7%	3.96	78.3%	3.92	75.0%	3.99
NO 16 - Teachers treat students fairly and respectfully at this school.	61.8%	3.58	61.2%	3.58	62.6%	3.58
NO 18 - My teachers take a personal interest in helping me with my schoolwork.	65.9%	3.76	68.2%	3.85	63.8%	3.68
NO 19 - There’s at least one teacher or staff member at this school that I can talk to if I have a problem.	74.4%	4.08	73.9%	4.03	75.0%	4.13
NO 21 - My teachers say something positive to me when I have done my best.	74.5%	3.93	74.5%	3.98	74.4%	3.89
NO 26 - The teachers at my school respect me.	71.0%	3.82	70.1%	3.78	71.9%	3.86
NO 28 - At this school teachers care about me.	69.4%	3.82	65.6%	3.79	73.2%	3.85
	Mean Average	3.82	Mean Average	3.81	Mean Average	3.83

Pendergast, D., Main, K., Barton, G., Kanesa, H., Geelan, D., & Dowden, T. (2015). The educational change model as a vehicle to reforms shifting year 7 and implementing junior secondary in QLD. Australian Journal of Middle Schooling, 15(2), 4–17.

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