PDF Transitional Stress to Grade One Students in Academic Writing

Abstract

This study explores the stress experienced by Grade One students in private schools in Lalitpur as they transition from preschool to more structured writing activities. While early writing skills are essential for academic success, there is limited research on how writing interventions affect young learners in low-resource settings. Using Bridges’ Transition Model (2011) and the Transactional Model of Stress and Coping (Lazarus & Folkman, 1984), the study explores key questions: How do first graders experience the shift to structured writing? Are teachers aware of this stress, and are they trained to support systematic writing? How do teachers address this stress in the classroom? The research used critical hermeneutics, combining classroom observations, teacher interviews, and collection of student work. The researcher also drew on personal experience working with Grade One students during their writing transition to understand the stress they face. The findings offer useful insights into reducing student stress, supporting academic success, and helping teachers and school staff improve the classroom environment. The study also provides recommendations for curriculum developers and policymakers to design effective, evidence-based educational interventions.