澳大利亚一项新研究揭示了中学过渡期间学生参与度的严峻下滑。维多利亚州约三分之一的7至9年级学生表现出学校脱离的迹象[1]。这项基于南澳大利亚2022年教育改革期间超过20000名学生数据的研究，追踪周期为2019至2025年[1]，已于2024年5月发表在《儿童心理学和精神病学杂志》上[1]。
研究发现，学生在进入中学后的前两年内，福祉指标在8个领域全面恶化[1]。其中认知参与度下降约11%，毅力下降约8%[1]。分年级来看，8年级学生进入中学后福祉恶化幅度为3%至8%，7年级学生的恶化幅度为4%至10%[1]。研究表明，中学过渡本身对学生福祉的影响超过了单纯的年龄增长因素[1]。
性别和地理位置是影响这一现象的重要因素。女生在所有福祉和参与领域的下降幅度均大于男生[1]，偏远地区学生的福祉下降现象持续到进入中学后的第三年[1]。
Australian research has identified a significant concern among secondary school students, with approximately one in three students in years 7–9 displaying indicators of school disengagement [1]. The findings emerge from analysis of data collected during South Australia's 2022 education reform, tracking more than 20,000 students through annual surveys conducted between 2019 and 2025 [1].
The study reveals a widespread deterioration in student wellbeing across multiple dimensions during the transition to secondary school [1]. Within two years of entering middle school, students experienced declines in cognitive engagement and persistence—falling by approximately 11% and 8% respectively—alongside measurable worsening in six additional wellbeing areas [1]. For year 8 students, overall wellbeing declined between 3–8%, while year 7 students experienced larger drops ranging from 4–10% [1]. The research demonstrates that the transition to secondary school itself has a more substantial impact on student wellbeing than age-related factors alone [1].
The decline in student engagement and wellbeing is not uniform across all groups. Female students experienced larger declines across all wellbeing and engagement measures compared to male students [1]. Students from remote areas showed particularly persistent challenges, with their wellbeing declines extending into the third year after entering secondary school [1]. The findings were published in the Journal of Child Psychology and Psychiatry in May 2024 [1].
