Research article | Open Access
International Journal of Trends and Developments in Education 2026, Vol. 6(1) 13-32
Student Adjustment After School Transfer As A Disciplinary Sanction: An Examination of Student Experiences
pp. 13 - 32 | DOI: https://doi.org/10.5281/zenodo.21410392
Publish Date: June 30, 2026 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
This study examines the academic, social, and emotional adjustment processes of middle school students who were transferred to another school as a disciplinary sanction. Adopting a descriptive qualitative reseach design, the research aims to explore the participants' self-reported experiences following school transfer, the specific challenges they encountered, and their perceived support mechanisms. The study group consisted of 10 middle school students (8 male, 2 female) who were transferred to public schools in the Erenler district of Sakarya between 2022 and 2025 due to disciplinary sanctions. Data were collected through semi-structured interviews and supported by document analysis, including disciplinary records, academic transcripts, and attendance reports. The data were analyzed using descriptive analysis. The findings indicate that disciplinary sanctions leading to school transfer were mainly associated with behaviors violating personal inviolability and bodily integrity, primarily occurring within peer relationships. Most students demonstrated positive academic adjustment and regular attendance at their new schools, suggesting a short-term preventive effect of the sanction. However, social and emotional adjustment varied across students. While some students reported rapid peer acceptance and feelings of safety, others experienced loneliness, social exclusion, guilt, and shame. Family support emerged as the primary source of emotional assistance, whereas school-based guidance services were rarely mentioned. Overall, the findings suggest that the perceived adjustive value of a school transfer is highly contingent upon peer dynamics and regular attendance, highlighting the critical need to complement administrative discipline policies with trauma-sensitive, school-level psychosocial support mechanisms.
Keywords: Disciplinary practices, School transfer, Psychosocial adaptation, Peer relationships
APA 7th edition
COLAK, B.K., & MAVIS, S. (2026). Student Adjustment After School Transfer As A Disciplinary Sanction: An Examination of Student Experiences. International Journal of Trends and Developments in Education, 6(1), 13-32. https://doi.org/10.5281/zenodo.21410392
Harvard
COLAK, B. and MAVIS, S. (2026). Student Adjustment After School Transfer As A Disciplinary Sanction: An Examination of Student Experiences. International Journal of Trends and Developments in Education, 6(1), pp. 13-32.
Chicago 16th edition
COLAK, Bilge Kaan and Sultan MAVIS (2026). "Student Adjustment After School Transfer As A Disciplinary Sanction: An Examination of Student Experiences". International Journal of Trends and Developments in Education 6 (1):13-32. https://doi.org/10.5281/zenodo.21410392
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