Experiencing the transition to lower secondary school: Students’ voices

Abstract

This study seeks to explore how Norwegian students experience the transition to lower secondary school. Semi-structured interviews, observations, and letters were used to capture these experiences. The findings indicated that the students enjoyed the initial weeks of lower secondary school. Experiencing a safe psychosocial environment seemed to be a prerequisite for such enjoyment. Some changes related to the learning culture were difficult for the students to adapt to, and for some, the initial enjoyment declined half a year into lower secondary school. I argue that providing psychosocial support during this transition is crucially important. In order to adjust support and expectations in line with the students’ levels of competence, teachers must be aware of the changes the students are encountering.