Educational transition from kindergarten to primary school in Hong Kong is a key milestone in children’s lives. While this milestone is known to shape long-term academic and social success, existing literature is mostly in Western contexts, leaving a gap in understanding the experience in Eastern educational systems characterized by high academic pressure and distinctive cultural values. Zhoc, Tse & King (2025) aim to examine the multifaceted transition experiences of children, specifically focusing on their academic and social challenges. By identifying these factors, Zhoc, Tse & King (2025) seek to highlight the necessity of Social and Emotional Learning (SEL) in facilitating smoother adjustments and optimal functioning for young students entering a more formal, assessment-driven primary school environment.
To capture a holistic view of the transition process, Zhoc, Tse & King (2025) conducted a qualitative research design involving multiple stakeholders from four government-aided, co-educational primary schools in Hong Kong. The primary data was collected through semi-structured interviews with 38 children from Primary 1 and Primary 2, aged 6-8. To ensure the reliability of the children’s perspectives and provide triangulation, the study also conducted focus group discussions with 15 class teachers and 17 parents from the four schools. The data was analyzed using thematic analysis to identify recurring patterns and core themes regarding the children’s transition experiences.
The analysis revealed three major themes characterizing the transition: positive experiences, academic problems, and social problems. Positively, many children enjoyed making friends, engaging in new learning activities, and receiving support from adults. However, significant challenges were evident. Academic struggles included immense pressure from high self-expectations and parental demands, frustration over test results, and a heavy workload of homework and dictations. Socially, some children reported difficulties in forming friendships, feelings of loneliness, and involvement in hostile interactions or conflicts. The findings paint a picture of a “drilling to learn” culture where academic stress is prevalent, and social skills are often underdeveloped.
Zhoc, Tse & King (2025) conclude that early Social and Emotional Learning (SEL) is indispensable for navigating the complex demands of the Hong Kong education system. They interpret that academic stress from cultural values could equate to the achievement with family pride, leading to the necessity of interventions that foster a “growth mindset” to help children view failure as part of learning. Socially, the study highlights a critical need to teach prosocial behaviors, conflict resolution, and emotion regulation. Ultimately, Zhoc, Tse & King (2025) argue that successful transitions depend not just on academic readiness, but on equipping children with the psychological resources to manage stress and build supportive relationships.
Source (Open Access): Zhoc, K. C., Tse, J. K., & King, R. B. (2025). The importance of social and emotional learning in facilitating positive transitions from kindergarten to primary school in Hong Kong. Journal of Early Childhood Research, 1476718X251349938.