Disruptions and Connection: Children from Refugee Backgrounds’ Social Capital when Transitioning to School in Australia

Abstract

Transitioning to school is a crucial point in a child’s educational journey. There is a strong evidence base for what contributes to an effective transition, including positive relationships, flexibility and responsiveness, and respecting contextual aspects of children’s community. However, people experience transitions differently, and there is a need to understand non-normative transitions and diverse cohort experiences. We draw from case studies with four children from refugee backgrounds—along with their parents, preschool teachers, and teachers—starting their first year of full-time school in Australia. We apply reflexive thematic analysis on interview data with adult participants and play based activities with children, and use the Step Model of Transition Capital to discuss how connections and disruptions occur due to the presence, absence or disconnect of material, cultural and social capitals within the transition environment. We find moments of disconnection in the transition process which are particularly pronounced for children and families with intersecting identities. We also find opportunities for connection such as programs designed to establish relationships and familiarity with school environments.