Zmiany środowiska edukacyjnego uczniów – powszechność, uwarunkowania i konsekwencje w lokalnym systemie edukacji
The prevalence, determinants and consequences of changes in students’ educational environment

Summary/Abstract: Some students experience unexpected, systemically unanticipated changes in their educationalenvironment, such as changing schools or class, or perhaps repeating a year. Such educationalpathways are labelled as ‘discontinuous’. They are recognised as disruptions in the educationalsettings and considered to be risk factors which may impinge on school achievement,behaviour, or overall well-being of a child. In this paper, we discuss the scale of the problemamong eighth-graders from Ostrołęka, its probable causes, with particular emphasis on a familysituation, and consequences, taking into account the maths and Polish language end-of-yeartest results in the seventh grade. The study has shown that changes disrupting the educationalpath carry a risk of greater school difficulties, especially in the case of maths (lowerachievement, even when family characteristics relevant to the analysed relationship arecontrolled for). Therefore, it is important to take care – as much as it is possible – of thecontinuity of students’ educational environment, e.g. by reducing changes to those that areabsolutely necessary (e.g. it should be carefully considered whether the changes in classcomposition between the third and fourth grade are necessary).

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