Transition: an overview of interesting research and what it means in practice for teachers
Written By: Author(s): Bradley Busch
4 min read
You are playing a memory and learning game. Which of these conditions would you find most stressful?
Option 1 – get any answers wrong and the game leader will give you an electric shock
Option 2 – get any answers wrong and the game leader might give you an electric shock.
If you chose option two, you are in good company. Research from University College London mocked up this experiment and found that students in the uncertain scenario experienced more stress – as measured by subjective feeling, pupil diameter and sweatiness of hands.
It turns out it’s not the worst-case scenario that stresses us most – it’s the not knowing. So if we want to reduce stress, we have to reduce uncertainty.
Students experience numerous transitions as they move through the educational system. Uncertainty accompanies many of these moves, which can have a detrimental impact on student wellbeing and outcomes. There’s a range of research that shows structural transitions
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This article was published in July 2017 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
