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This paper reports findings from a larger qualitative longitudinal study on factors supporting educational resilience across the transition. Interview data from sixteen Year 6 students in three Victorian primary schools over eighteen months is analysed. The work highlights belonging as a key theme and explains how students perceive and experience it, informing policy, pedagogy, and teacher training. Practice implications are discussed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perceptions-and-experiences-of-belonging-during-the-transition-from-primary-to-secondary-school/593894/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perceptions-and-experiences-of-belonging-during-the-transition-from-primary-to-secondary-school/593894.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does school belonging relate to students’ motivation, achievement, and wellbeing?","Question",{"text":112,"@type":113},"Research discussed in the introduction links school belonging with motivation, academic achievement, happiness, positive self-esteem, and life satisfaction, and associates lack of belonging with emotional distress and risk behaviors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data and study design are used to examine belonging during the transition?",{"text":117,"@type":113},"The paper reports results from a larger qualitative longitudinal study, using interviews with sixteen Year 6 students from three Victorian primary schools collected over eighteen months.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the main theme reported in the study?",{"text":121,"@type":113},"Belonging is identified as a key theme, with the paper specifically describing how students perceive and experience belonging when transitioning to secondary school.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593894,1792742156,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 45  Issue 1 | Article 3 |\n| --- | --- |\n| 2020\u003Cbr>Perceptions and experiences of belonging during the transition from primary to secondary school\u003Cbr>Lynette Longaretti\u003Cbr>Deakin University, [lynette.longaretti@deakin.edu.au](lynette.longaretti@deakin.edu.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education Commons, and the Secondary Education and Teaching Commons |  |\n\nRecommended Citation  \nLongaretti, L. () . Perceptions and experiences of belonging during the transition from primary to secondary school. Australian Journal of Teacher Education, 45(1) .  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol45/iss1/3](https://ro.ecu.edu.au/ajte/vol45/iss1/3)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss1/3](https://ro.ecu.edu.au/ajte/vol45/iss1/3)  \nPerceptions and Experiences of Belonging During the Transition from  \nPrimary to Secondary School  \nLynette Longaretti  \nDeakin University  \nAbstract: A young person’s sense of belonging at school can affect their level of motivation, academic achievement and wellbeing.  \nDuring the transition from primary to secondary school, one’s sense of belonging may be affected by the changes and challenges  \nencountered.  \nThis paper reports some of the findings from a larger qualitative  \nlongitudinal study that investigated the factors that contribute to  \neducational resilience during the transition from primary to secondary school. Data gathered from interviews with sixteen Year 6 students from three Victorian primary schools over a period of  \neighteen months is presented and analysed.  \nA key theme identified from the larger study was belonging. This  \npaper specifically reports on how belonging is perceived and  \nexperienced by students during the transition to secondary school.  \nUnderstanding sense of belonging from young people’s views, may help inform and effectively shape practices relevant to policy,  \npedagogy and teacher training. Implications for practice are  \ndiscussed.  \nIntroduction  \nIn recent years, there has been increased interest in the link between students’ views of belonging and their motivation and achievement in the context of schools (Nichols, 2008, 2006 ; Osterman, 2000). Important findings that arise from this body of research relate to the impact a sense of belonging to school may have on a young person’s wellbeing and educational trajectory. For example, researchers consistently positively associate student belonging with resilience (Wang, Haertel & Walberg, 1998; Benard, 1995), happiness, positive self-esteem and life satisfaction (Bond, Butler, Thomas, Carlin, Glover, Bowes & Patton, 2007) and successful school outcomes such as academic achievement (Wang & Peck, 2013; Osterman, 2000) and motivation (Martin & Dowson, 2009; Goodenow, 1993) . Furthermore, studies negatively associate lack of belonging with emotional distress and ‘at risk’ behaviours (Lester, Waters & Cross, 2013; Resnick, Bearman, Blum, Bauman, Harris, Jones & Udry, 1997; Baumeister & Leary, 1995) .  \nWhile the importance of school belonging during early adolescence and the transition from primary to secondary school has been pronounced (Crosnoe, 2011, 2000 ; DeWit, Karioja, Rye & Shain, 2011; Goodenow, 1993 ; Simmons & Blyth, 1987), little is known about the experiences and significance of students’ individual beliefs about belonging, and the role friendships may have in shaping experiences and perceptions of belonging particularly during the transition from primary to secondary school (Year 6-7) .  \nIncluding young peoples’ perspectives is essential in capturing the complexities of students’ experi","cbCaigZ0BSx0G7pk","https://ap.wps.com/l/cbCaigZ0BSx0G7pk","pdf",286332,17,"English","# Introduction\n## Belonging, motivation, achievement, and wellbeing\n## Individual beliefs and role of friendships\n## Belonging decline after transition\n## Social context changes and peer acceptance","[{\"question\":\"How does school belonging relate to students’ motivation, achievement, and wellbeing?\",\"answer\":\"Research discussed in the introduction links school belonging with motivation, academic achievement, happiness, positive self-esteem, and life satisfaction, and associates lack of belonging with emotional distress and risk behaviors.\"},{\"question\":\"What data and study design are used to examine belonging during the transition?\",\"answer\":\"The paper reports results from a larger qualitative longitudinal study, using interviews with sixteen Year 6 students from three Victorian primary schools collected over eighteen months.\"},{\"question\":\"What is the main theme reported in the study?\",\"answer\":\"Belonging is identified as a key theme, with the paper specifically describing how students perceive and experience belonging when transitioning to secondary school.\"}]","Perceptions and Experiences of Belonging During the Transition from Primary to Secondary School | PDF",1792078122,43]