...successful, leaving friends and family. In contrast, the seniors expressed excitement about having more freedom and fewer rules. In addition to suggesting intervention strategies for school counselors, this article gives school counselors a model for using qualitative research practices in their work.

**********

"Pomp and Circumstance" plays in the background as students march into the gymnasium or onto the football field, each wearing a matching cap and gown, waiting to receive a high school diploma. High school graduation is an exciting milestone for many students. The future is a blank book for every student to create his or her story. This can be both thrilling and overwhelming. What must these high school seniors be thinking? As students count down the months until graduation, what are they most excited about? What is causing uneasiness and worry? The final months of their high school careers raise questions concerning their future success: "Do I attend college?" "How do I find a job?" "Will my monthly earnings provide enough money to pay the rent?" "Will I make new friends?" "Will I keep my old friends?" As students transition from high school, school counselors need to know the kinds of questions and worries that high school students have in order to best assist them.

There has been minimal research focusing on the thoughts and feelings of graduating high school seniors. The research that has been conducted focuses either on the experience of first-year college students (Allen & Stoltenberg, 1995; Berman & Sperling, 1991; Kenney, 1987; Quintana & Kerr, 1993) or on academic success during the college years (Parker, Hogan, Eastabrook, Oke, & Wood, 2006; Perry, Hladkyj, Pekrun, Clifton, & Chipperfield, 2005; Sears, 2004).

Other research has been conducted on the transition from middle school to high school focusing on developmental changes and self-esteem (Hertzog & Morgan, 1997; Mellard, 2005; Smith, 2006). This research indicates that middle school students experience anxiety during the move to high school (Hertzog & Morgan). It is unclear, however, whether high school seniors experience similar feelings upon leaving high school as they did when they entered high school. As opposed to their transition to high school, different challenges face graduating high school seniors, including new responsibilities that involve financial, educational, and work duties.

Census figures indicate that almost 3 million high school students graduate every year (U.S. Census Bureau, 2005). This is a significant population of students experiencing the same event, the same transition, the same milestone, and, perhaps, comparable emotional reactions. In order to best assist students' transition from high school to beyond, school counselors need to understand the meaning that students are making of this pivotal experience and the affective impact that this pending event is having on seniors. In an attempt to address this need, the current study was designed to increase school counselors' understanding of the phenomenon of students transitioning from high school to life beyond high school.

METHOD

Data for the study were collected using a survey questionnaire followed up by focus group meetings with senior students. Surveys were administered in senior English classes during the spring semester of 2006. During these survey administration visits, students also were invited to volunteer to participate in panel discussions where they would be able to elaborate upon their responses to the survey.

Participants

The students who participated in the study were members of the senior class of a large, comprehensive high school located in New England. This high school senior class was composed of students who lived in a small, coastal city and in neighboring rural communities. Although ethnic minorities make up only .07% of the student body of this school, the students come from families with diverse educational and economic backgrounds. Sixty-four percent of the students in the entire senior class planned to continue their education the following year with 42% going to four-year colleges and 22% planning to attend two-year colleges. Eleven seniors had joined a branch of the military. Of the students who planned to enter the work force, many will use the training they received from completing two-year career technical courses at the high school.

Of the 341 students in the senior class of this high school, 271 completed the initial survey, a participation rate of 79.4%. Fifty of the 271 students who completed the survey volunteered to participate in panel discussions. Scheduling conflicts and lack of free time reduced the actual number of panel participants to 28 students. All of these 28 students met in small groups (four to eight students) for three discussion sessions.

Instruments and Procedures

The initial survey questionnaire consisted of two questions: "What are you most excited...

NOTE: All illustrations and photos have been removed from this article.



More articles from Professional School Counseling
Maintaining confidentiality with minors: dilemmas of school counselors..., June 01, 2008
Getting to know the child with Asperger syndrome.(Report), June 01, 2008

Looking for additional articles?
Search our database of over 3 million articles.

Looking for more in-depth information on this industry?
Search our complete database of Industry & Market reports by text, subject, publication name or publication date.

About Goliath
Whether you're looking for sales prospects, competitive information, company analysis or best practices in managing your organization, Goliath can help you meet your business needs.

Our extensive business information databases empower business professionals with both the breadth and depth of credible, authoritative information they need to support their business goals. Whether it be strategic planning, sales prospecting, company research or defining management best practices - Goliath is your leading source for accurate information.