Does changing schools affect a child? — Practical guidance for families

What we mean by changing schools and why it matters

Changing schools describes several related situations: a household move that results in a new school, a family choice to transfer for academic or programmatic reasons, or midyear moves versus end of year transfers. Each type of change can bring different administrative steps and social consequences, so it helps to be clear about the category you are facing.

Nationally, a substantial share of students change schools at least once during K-12, and policymakers track this as school mobility because it affects planning and support needs. The National Center for Education Statistics provides summary data on how common school moves are and why districts pay attention to mobility when planning student supports NCES fast facts on student mobility. For related policy discussion see our educational freedom page.

Effects of a school change are not uniform. Outcomes vary by how often a child moves, the child’s age at the time of transfer and the reason for the move. Later sections unpack how frequency, timing and cause influence likely impacts and what families can do to reduce harm. See developmental outcomes research on school mobility.

Definition: types of moves and common reasons

Families move for many reasons, including housing changes, parental job shifts, program placement and disciplinary or safety reasons. Midyear moves can be more disruptive because the child must integrate into an established classroom, while end-of-year transfers sometimes allow a smoother start the following fall.

How common school moves are in K-12 populations

Data show that mobility is widespread enough to be a routine part of K-12 planning, and that frequent movers represent a particular group of interest because they tend to need targeted supports. For national prevalence and counting methods, see the NCES overview NCES fast facts on student mobility. The National Academies review also summarizes which children are most affected National Academies chapter.

How changing schools can affect a child: academic, social, and emotional outcomes

Academic achievement and timing of moves

Frequent school moves are associated with lower academic achievement, and the impact is larger when moves occur near key transition points. Studies and evidence summaries note that timing and repeat moves matter for test scores and course progress, rather than a single move always causing the same effect NCES fast facts on student mobility. Recent empirical research explores causal effects of moving schools in the literature.

School connectedness and emotional responses

Changing schools commonly reduces a child’s sense of school connectedness and can increase short-term anxiety or stress as they adjust to new routines and peers. Public-health guidance highlights connectedness as a protective factor for wellbeing and recommends monitoring early emotional responses after a move CDC guidance on school connectedness.

Adjustment often follows predictable stages: initial disruption, gradual social testing, and eventual settling in for many children, though timing varies. School psychology resources recommend early screening for social-emotional needs so supports can be offered before problems escalate NASP guidance on school transitions.

Which children are most at risk when they change schools

Age and transition years: primary, middle and high school

Moves during key transition years, such as the shift from primary to middle school or into high school, often pose larger adjustment challenges. Guidance reviews indicate these transition points come with greater social and academic reorganization, so a mid-transition move can compound adaptation demands EEF guidance on supporting transitions.