Starting school: Contrasting perspectives from teachers and mothers in the United Arab Emirates

Abstract

A positive first transition to school leads to greater academic and social success. Ecological perspectives argue that the child, school, and family are all stakeholders, involved in and affected by transitions. Therefore, understanding the viewpoints of stakeholders about the first days in school is essential. In the present study, semi-structured individual interviews were conducted with teachers and mothers of children starting school in the private school system in the United Arab Emirates (UAE). 10 foundation stage teachers, 10 UK expat mothers living in the UAE, and 10 UAE mothers were interviewed. All were teachers or mothers at the British curriculum private schools in Al Ain in the UAE. Mothers were asked to reflect on their child’s first days in school, and teachers were asked about the first days with a new class. Responses were transcribed and analysed using thematic analysis. Two themes emerged for teachers: ‘A New Order’ and ‘Talking not Crying’, the focus of the first few days at school was on establishing routines and order, which would indicate successful transition. Crying is seen as a barrier to a successful transition. For mothers, the main themes were: ‘Positive Experiences’ and ‘Adapting to Change’. Additionally, two themes ‘Choice of Curriculum’ and ‘What we can Afford’ emerged for UK Mothers. An additional theme ‘Importance of English Language’ was identified for UAE Mothers. The findings suggest key stakeholders—teachers and parents—have different expectations around the first few days in school and what indicates a successful transition. Implications for transition policies and practices are discussed.