These earlier reports should be used for historical perspective – many of our more recent reports replace these and are more current and up to date.
This report discusses good practice for primary schools in supporting the achievement of transient students. It identifies the principles and practices of some schools that have been effective in supporting transient students and their families.
This report draws on the work of 11 primary schools across New Zealand. ERO found that good practice in supporting transient students and their families was the result of a school’s overall culture, systems and processes, and was not limited to any targeted initiatives and support.
The environment in the schools in this study was welcoming and supportive of transient students. These schools had effective social support systems and built strong relationships with these students and their families. The schools were also effective in identifying and removing barriers to learning and in meeting the social and educational needs of transient students.
The work of these schools has helped transient students to succeed at school. In many cases, the social and educational support provided by the schools, often in combination with other government agencies and support services, has reduced family mobility.
The findings of this report have implications for all schools. Transient students may attend any New Zealand school. In a broader sense, the good practice described in this report gives schools examples of strategies for meeting the social and educational needs of all students.