Clusters of difficulties experienced by children during their transition to primary school

Abstract

Transitioning into primary school is an important shift for children. Ideally, children would navigate this transition without difficulties, but this is often not the case. Accordingly, this study aimed to identify patterns of children experiencing transition difficulties and examine how these patterns vary by ethnicity, language proficiency, area-level socioeconomic status, and duration of difficulties. Data from 5784 children and their families participating in a longitudinal birth cohort study were analysed using two cluster analysis methods, each revealing three distinct clusters of children. The first method clustered children’s difficulties into separation and social integration concerns, structural concerns (e.g., school routines), and school adjustment concerns. The second method clustered them into early adaptation concerns, language and special needs concerns, and health and school readiness concerns. Significant differences were observed across clusters by ethnicity, language proficiency and duration of difficulties experienced. These findings highlight the need for culturally responsive and targeted support strategies, such as social and emotional learning programmes and professional teacher development, to better support children during the transition to school. This study contributes a novel dual-method approach to understanding school transition and offers practical insights for parents, teachers and policymakers.