We previously studied the drop-off in pupil attitudes toward school between the end of Year 6 and the end of Year 7. Now we’re looking in more detail at when this occurs during the transition.
Our latest data reveals a trio of concerning trends. By Term 2 of Year 7, enjoyment drops sharply, stress levels surge, and a deep socioeconomic divide affects how high-attaining pupils experience learning, particularly in maths.
Previous research shows that the transition from primary to secondary is a catalyst for a decline in maths attainment and school enjoyment. Now, we can timestamp when positive feelings begin to slide, and it’s happening before Easter.
A Worrying Downturn in Attitudes
Pupils enter secondary school full of optimism. But by spring, this enthusiasm fades quickly for many. Compared to the end of Year 6:
- The number of pupils describing school as “fun” fell 15 percentage points to just 58%.
- Reported stress levels climbed from 42% to 50%.
- Those who found school interesting dropped from 78% to 71%.
Widening Socio-Economic Gaps in Engagement
Digging into the data by socio-economic background shows a divide. We examined pupils who scored above 110 in their SATs, split by socio-economic background. (ABC1 = higher, C2DE = lower, based on ONS grades.)
By Term 2 of Year 7:
- 19% of ABC1 pupils find learning stressful, while 32% of C2DE pupils do.
- 40% of ABC1 pupils described learning as exciting, compared to just 13% of C2DE pupils.
- 63% of ABC1 pupils say learning is interesting, versus only 45% of C2DE pupils.
The Invisible Divide in the Maths Classroom
These differences are clear in the maths classroom too. A noticeable gap in how students perceive teacher support and monitoring exists. During Term 2, 33% of ABC1 pupils reported receiving feedback on how to improve, while only 22% of C2DE pupils felt the same. Additionally, 40% of ABC1 pupils said their classwork was checked, compared to just 29% of their C2DE counterparts.
While pupils generally enjoy maths topics, ABC1 students consistently report higher overall enjoyment across topics compared to C2DE students. In the graph, “Like NET” refers to the combined percentage of students who expressed any level of like towards each topic.
- 53% of ABC1 pupils report liking shapes, lines and angles compared to 39% of C2DE pupils.
- For fractions, decimals and percentages, 56% of ABC1 pupils enjoy them compared to 35% of C2DE pupils.
- 46% of ABC1 pupils report liking algebra compared to 24% of C2DE pupils
A Call for Early Intervention
The reasons behind these changes in attitude and perceptions are complex. A child’s life consists of many interconnected factors that can affect their engagement with school. Recent research from the Nuffield Foundation Project finds high-achieving disadvantaged pupils have consistently higher absence rates than their more socio-economically advantaged peers. This difference grows from 1.5 percentage points to around 3 percentage points by Year 9. We could be seeing a switch off in engagement that manifests in lower attendance. Intervening to stop the fall in engagement might help counteract attendance problems down the line.
The implications are clear even if we don’t know the exact causes. Year 7 is a tipping point. To empower a generation of confident mathematicians, pupils need to feel engaged and connected to their learning environment. We’ve identified when the switch off starts, which gives us the chance to act. If we don’t intervene early, we may miss the opportunity to help our pupils excel.