Date of Award

Winter 12-13-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Bradley Smith

Second Advisor

Julia Kirk

Third Advisor

Amy Henderson

Abstract

The purpose of this qualitative study was to explore parents/guardians’ perceptions of their children’s transition from elementary to middle school, focusing on transitions to private middle schools and differences based on prior schooling (private versus public elementary) and gender. In this study, I addressed the lack of understanding regarding how private education transitions impacted students academically, socially, and culturally, including challenges related to social-emotional learning and cultural adjustment. I collected data from 75 parents/guardians using questionnaires and conducted 20 follow-up interviews in the Southeast United States to examine their experiences. I found that students transitioning from public schools to private schools often faced greater academic challenges in subjects like math and language arts, while students transitioning from private schools experienced smoother academic adjustments but struggled with balancing extracurricular demands. Gender-specific challenges also emerged as female students navigated peer pressure and male students faced social isolation. I emphasized the importance of transition programs, inclusive extracurricular opportunities, and transparent communication to support student engagement and successful school transitions. Through this study, I provided actionable recommendations for educators, school administrators, and policymakers to improve educational equity, develop effective education pathways, and create family engagement strategies that promoted student adaptation and academic achievement.

Keywords

Education, Elementary schools, Middle schools, Transition programs

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