Transitioning to high school: A phenomenological study of graduates’ adjustments, needs, and personal growth

2026 IJRSE – Volume 15 Issue 4

Available Online:  22 February 2026

Author/s:

Pengson, Ma. April M.
Baliuag University, Philippines (maaprilpengson@baliuagu.edu.ph)

Espinosa, Ken Paul M.*
Baliuag University, Philippines (kenpaulespinosa@baliuagu.edu.ph)

Abstract:

The purpose of this phenomenological study was to explore the transitional experiences of graduates, particularly their adjustments, needs, and personal growth during the transition from elementary to high school. The study employed purposive sampling to select 14 respondents, aged 13–14, who graduated from the research locale. Data were gathered through one-on-one interviews. The researcher analyzed the data using open and focused coding, with the final stage of analysis guided by the transition model. The results of the study revealed that the respondents experienced both negative and positive emotions when transferring to a new school. They also reported both positive and negative experiences regarding social adjustments. The major themes that emerged indicate that factors affecting students’ transition to high school include psychological factors, sociocultural factors, person-environment fit, school culture adjustment and needs, and learnings and success. Based on these findings, the study recommends that elementary schools should implement programs to address the emotional, social, and educational needs of students. Orientation and visitation programs for the high schools to which students will transfer should also be considered. Additionally, activities or programs that allow students to reflect on and evaluate their personal growth are encouraged.

Keywords: adjustment, high school transition, needs, personal growth, transition

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DOI: https://doi.org/10.5861/ijrse.2026.26039

Cite this article:
Pengson, M. A. M., & Espinosa, K. P. M. (2026). Transitioning to high school: A phenomenological study of graduates’ adjustments, needs, and personal growth. International Journal of Research Studies in Education, 15(4), 89-102. https://doi.org/10.5861/ijrse.2026.26039

* Corresponding Author