The Transition from Elementary to Secondary School: Lived Experiences of Grade 9 Students
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".