Listening to children’s experience of starting school in an area of socio-economic disadvantage

Abstract

Friendships are important to children as they start school, particularly for children living in an area of socioeconomic disadvantage. Socio-economic disadvantage is commonly linked to poor developmental outcomes and may affect children's readiness to start school. As a result, children in low socio-economic areas are less likely to have a positive school transition. This poor start to school can have a negative impact on children's long term schooling experience and future outcomes. Using data collected in multiple ways from children in the first year of school in an area of socio-economic disadvantage, attention is drawn to children's emphasis on friendships and the valuable support they provided during the transition to school. This article highlights how the provision of adequate support helps children to build the high order social skills and competence necessary to establish and maintain friendships, prior to and during the transition to school. This experience enhances enjoyment and engagement in the school environment, improving children's long-term educational outcomes.