Sunshine, games and new friends: Preps tell what makes them feel safe at school
Kids in their first year of school have drawn pictures of what makes them happy and safe as part of a new study into school transition. SEE THE PICTURES
Sunshine, making new friends and seeing their teacher each day are the things that make preps feel settled at school, a new study has found.
Monash University researchers surveyed 108 five to seven-year-olds in their first year of school and found that being familiar with their new setting and lots of time to play makes all the difference.
Monash University associate professor Kelly-Ann Allen, said children “want to come to school when they feel a sense of belonging”.
“They need to feel safe and secure and comfortable,” she said.
“Comfortable is a word that often came up.”
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The results of the study come as national statistics show only the proportion of children developmentally on track as they start school is declining in every state and every domain, with social competence, language and emotional development the biggest problems.
The 2024 Australian Early Development Census, a national survey of around 300,000 children aged five and six, found nearly one in four are developmentally vulnerable in one or more areas.
The children in the study were asked to do drawings responding to the prompt: “I feel like I belong at school when…”.
They drew pictures showing them hard at play, enjoying the sunshine, making friends, reading books and using the playground.
Captions added by teachers included: “I am dancing at school with Charlie”, “I play with my friends”, “I’m happy” and “I am in the book corner”.
Dr Allen said one student “drew her teacher as a house-shaped figure with a heart on the front, because for her it was the teacher’s visible presence across the classroom that gave her a sense of security that translated into her feeling secure at school”.
The caption is “My teacher and me”.
Dr Allen said the findings will be used to help schools find ways to ease the transition to school.
Co-author Cassie Hudson, a psychologist who did her masters at Monash, said there is
“a lot of evidence that their sense of belonging in that first year of school may
influence outcomes that are central to their educational success and wellbeing later in life”.
Amy Burns, principal of Galilee Catholic Primary School in South Melbourne, said first-year students at her school start doing a one-hour session the year before they begin prep.
“This means they start school already connected to their year five buddies,” she said. “In the classroom we also have lots of play-based activities like kitchens and book corners to help them transition to school.”
The classrooms also open at 8.25am, allowing students and their parents to turn up early and spend time getting settled for the day ahead.
“We also have designated play areas in the playground for preps and inside play offerings as well with tents and cushions,” Ms Burns said.
Mary Oski, Melbourne Archdiocese Catholic Schools director of education excellence, said supporting children to transition successfully to school was a key priority.
“One of the key engagement practices across our schools is fostering belonging,” she said.
“We know that welcoming all students, creating environments where every student can flourish and building strong relationships with parents and families all contribute to strong starts at schools for our youngest students.”
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Originally published as Sunshine, games and new friends: Preps tell what makes them feel safe at school
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