Competencies and Risks of the Transition to Secondary School – A Cross-sectional Study of Fifth Graders

The German school system provides a four-stage tracking in secondary school (“Gymnasium”, “Realschule”, “Hauptschule”, and Special Education Schools). The “Hauptschule” has been criticized to cumulate students with multiple risk factors as behavioral disorders and a low educational background. However, up to now only very few studies have been conducted to exactly evaluate risks and competencies of students at the beginning of their attendance to the Hauptschule. Therefore, 514 German students in the transition from primary school to the Hauptschule were assessed by their teachers concerning social-emotional competencies, behavioral disorders, academic achievement, and learning strategies. Additionally, sociometric data based on peer ratings were collected. The results revealed a considerable amount of deviations in behavioral development that are highly correlated to low academic achievement and low general intelligence. Sociometric data showed that these students were negatively appraised by their peers.