Pupils’ enjoyment of school experiences a significant drop during their first year of secondary education, according to a major new study. The findings raise pressing concerns about how well the transition from primary to secondary school is being managed across England.
The study, led by the Research Commission on Engagement and Lead Indicators and conducted by the ImpactEd Group, tracked over 100,000 pupils throughout the 2024/25 academic year. It found a marked decline in enjoyment, trust, and belonging among Year 7 pupils compared to their peers in Year 6.
Pupils were asked to rate their engagement on a 0-10 scale, responding to prompts such as “I feel happy to go to school in the morning”. The average score among Year 6 pupils was approximately 6.0, but this plummeted to 3.8 in Year 7, with a further decline to 3.2 by Year 8.
The report identifies Year 7 as a particularly vulnerable period, noting it as “a key point when pupils’ enjoyment of school suffers a substantial decline”. The transition appears to impact girls especially, with the data revealing that while girls in primary school reported feeling marginally safer than boys, their sense of safety diminished sharply during secondary school. Between Year 7 and Year 9, girls’ average safety score fell from 7.21 to 5.89, compared to a drop from 7.40 to 6.55 for boys.
Pupils eligible for Free School Meals (FSM) reported consistently lower levels of enjoyment and belonging, with the gap widening as they progressed through secondary school. The study also uncovered a strong correlation between engagement and attendance: pupils with the highest engagement scores were 10 percentage points less likely to be persistently absent compared to those with the lowest scores.
Professor John Jerrim, from the UCL Institute of Education (IOE), who led the academic analysis, said the findings call for “a serious rethink” on how schools support pupils during key educational transitions.
Dame Sue John, chairwoman of the Commission, emphasised the importance of early intervention. “It is crucial that we identify the points at which pupils are starting to disengage with school, so that we can intervene to stop a disconnection leading to non-attendance and poorer outcomes,” she said. “This research provides rich and nuanced insights into pupil engagement at a school and classroom level, which will enable leaders to act fast.”
Margaret Mulholland, SEND and inclusion specialist at the Association of School and College Leaders (ASCL), highlighted the wider implications. “The transition between primary and secondary school is a hugely important stage of a child’s education. It can also be an unsettling time where issues with anxiety and behaviour can arise. As this study shows, a drop in engagement during this period can be hugely detrimental to a pupil’s wellbeing and attainment,” she said.
Mulholland stressed the need for better access to support services, particularly for pupils with special educational needs and mental health challenges. “These services are too often out of reach of schools,” she added.
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In response, a Department for Education (DfE) spokesperson said: “Through our Plan for Change, we are determined to give young people growing up in our country the best start. Our independent, expert-led curriculum and assessment review will ensure all children enjoy a cutting-edge school experience that leaves them ready for work and ready for life.
“This Government continues to break down barriers to opportunity, including through expanding mental health support, so all pupils are able to achieve and thrive in school.”
As concerns mount over falling pupil engagement and wellbeing in secondary education, particularly during the crucial early years, educators and policymakers are being urged to address the issue head-on and invest in targeted support to reverse the decline.
