Professor Claire Hughes discusses her forthcoming book: The Psychology of Starting School: an Evidence-based Guide for Parents and Teachers

Newnham is at the forefront of global research into wellbeing for children and young people. Fellow and Director of Studies in Psychological and Behavioural Sciences Professor Claire Hughes, has conducted research funded by the Economic and Social Research Council in the UK and by The WEMP Foundation in Hong Kong, which is soon to be published in a new book, The Psychology of Starting School: an Evidence-based Guide for Parents and Teachers. The book looks at her findings into the impact on the wellbeing of children and families of transitioning from nursery to primary school, and offers a guide for parents and teachers to help provide a positive impact at this important stage. 

Professor Hughes takes us through some of the key chapters of the book which cover school readiness, early friendships and the impact this important transitional stage may have on later life. 

Transition
It is hard to foresee the implications for family life when you child moves from nursery to primary school. Having interviewed 150 parents (both mothers and fathers) about the family experience of transition for her research and book, Professor Hughes noted the profound and diverse impact transition has on children and their families. An initial concern for parents is often about friendships, but reassuringly research showed that even children whose pre-school friends move to a different school will still thrive, as preschool friendships give children both the skills and the motivation to make new friends at school. This transition is considerably easier for later born children who have seen siblings go through the process of starting school and are familiar with the environment. It is understandably harder for SEND children. Parents' own school experiences can also have a bearing on their children's reactions, so how you talk about school to your children may affect how comfortable they feel.

For all families interviewed, work family conflict got worse during this time of transition – it was a stressor for both mums and dad's, owing to the change in routines and reduced childcare. However, this was the only common factor between parents. All other experiences were very separate with mums and dad’s having very different responses to the transition experience that they did not routinely share with each other,  which teachers may need to consider.

Most parents were positive about their child’s school, but reported mixed emotions regarding their relationships with their child and support networks. The profound changes experiences varied from children being very tired after school, to parents losing, but then gaining, friendships with other parents. There is no doubt that this transition can be a lonely time for parents. Parents tended to focus on their child's experience, but when they did talk about themselves and the impact on their lives, deeper emotions were exposed.

Happiness versus Learning
Professor Hughes has spent time researching in Hong Kong, funded by the WEMP Foundation, where expectations of children’s academic performance is very high. There is a feeling of a trade-off between wellbeing and learning – that a learning environment focussed on a child’s happiness will mean less effective learning – that a choice must be made to be happy rather than academically successful. Professor Hughes sees this as a false dichotomy believing that children can genuinely learn through play. In Scandinavian countries children spend the first year or two of school learning through play. Far from impeding learning, the children become very ready and engaged taking to reading very quickly as they have built the foundation of their learning skills.

The importance of teachers' wellbeing
There is little doubt that schools and family relationships were ruptured by the pandemic. Schools are being expected to do more with attendance and punctuality and wellbeing than before putting additional load on teachers. Notably Ofsted measure child wellbeing and schools' wellbeing programmes, but they do not measure teacher wellbeing or the impact teachers have on their students. Rising stress levels of teachers must impact children and more needs to be done to support teachers. The numbers of pre-SEND children starting in reception are also increasing. Teachers are both having to manage that new demand and deal with an empathy gap from parents of other children who are lobbying the teachers to be more punitive on the behaviour of children who have additional needs. Parents are pushing responsibility on teachers when teachers need our support.

Impact of primary school transition on later life
The Millennium Cohort Study found that school liking at 5 years old can predict mental health at 14. How you perform academically can appear quite early on and the gap between students widens over time. Each transition through the school and university years forces individuals to readjust to find a new way of working and living, with opportunities to redefine ourselves and make new friends.

The Psychology of Starting School an Evidence-based Guide for Parents and Teachers by Claire Hughes, Caoimhe Dempsey, Elian Finkwill be published on 15th August by Routledge ISBN 9781032211497. Professor Hughes has also taken part in a podcast for parents which you can listen to here.