High School Transitions Made Smoother

The transition from primary school to Year 7 and high school is one of life’s milestones. It’s a big one, coinciding with an acceleration of academic standards and physical and social changes.

When students move from primary to secondary school without being fully prepared, both academic and emotional gaps often emerge. Academically, literacy and numeracy demands increase sharply in Year 7, and students who haven’t yet mastered foundational skills can quickly lose confidence.

Three in five teachers believe students arrive in Year 7 lacking independence and resilience, while over half said literacy levels are below what’s expected. When those two challenges intersect, low confidence alongside limited academic readiness, it can affect engagement, wellbeing, and overall progress across all subjects.

“Emotionally, the shift from having one main teacher to multiple subject specialists can feel overwhelming and unsettling,” says Kate McGrath, Senior Leader at Renaissance Australia.

Ideally, every school should have a shared picture of each student before they arrive in Year 7. Not just in terms of test scores, but in how they learn, how they feel about school, and what kind of support helps them thrive.

“That’s not just a personal view; it’s strongly supported by what we’re seeing in the research. In Renaissance's recent national survey conducted with YouGov, teachers told us that the biggest readiness gaps are in areas like organisation, emotional regulation and motivation, precisely the things that aren’t always visible in academic data,” says McGrath.

Only 17% said transition planning starts early enough, and most agreed that emotional and cognitive insights are just as important as academic results when it comes to a smooth start.

“It’s about helping make sense of what’s often missing: insight that isn’t passed on from primary, or data that goes beyond academic scores.

“It doesn’t have to be complicated. Just earlier conversations, broader perspectives, and space for both academic and emotional insight,” she says.

Teachers are busy, so how can they address the needs around transition to high school without it being an added task on top of many others?

“It really comes down to integration, not addition. Schools already collect a lot of data, but is it the right data and does it actually help teachers make decisions?

“Cognitive ability assessment not only shows how a student learns but also provides practical learning guides to help teachers adapt their instruction. The PASS wellbeing survey offers insight into motivation, confidence, and engagement, along with suggested interventions to support students early and effectively.

“It’s not about adding more to teachers’ plates, it’s about giving them better information upfront, so they’re not spending time later trying to figure out why a student isn’t engaging. It helps teachers focus their efforts more efficiently and supports better outcomes for students.”

There are differences between the various school systems in structure and context as to how the transition to Year 7 is addressed. Some independent or Catholic schools have the benefit of continuity when primary and secondary campuses are linked. In contrast, large public secondary schools often welcome students from many different feeder primaries, which can create more variability in the information they receive.

“But what stands out across systems is that teachers want a clearer, earlier picture of their students. That’s the common thread. Whether in public, Catholic or independent settings, educators are facing more complexity and are being asked to personalise learning faster than ever before.

“Our report showed that over 70 per cent of teachers, regardless of sector, said they lacked consistent data about new students before the start of Year 7.

“Rather than comparing sectors, the opportunity lies in sharing what works, learning from different models, and creating more consistent handover processes that support every student, no matter where they’re coming from.”

Australia’s classrooms are increasingly diverse, culturally, linguistically, and in terms of learning needs. While this diversity brings richness to the learning environment, it also means that a “one-size-fits-all” approach to transition no longer works.

Students bring different educational backgrounds, home languages, and prior experiences.

“Our data show that EAL (English as an Additional Language) students and those with additional learning needs are twice as likely to struggle emotionally during transition. That’s not because they lack ability. It’s because their support needs can go unseen in a system that still focuses too narrowly on standard attainment.

“The solution lies in personalised insight, tools that help schools understand each learner’s strengths, potential barriers, and attitudes early on, so support is equitable and proactive rather than reactive.”