By Darcey (S6)

I volunteered to be an S1 Transition Mentor at the start of S6. I had helped with some of the S1 induction events before the summer and realised how important it was for new pupils to have as much support as possible in the transition from primary to secondary school. 

Moving to Robert Gordon’s College in S1 from another primary school, it took me a little while to settle and find my way. This experience motivated me to help new pupils make a smooth transition into secondary school. During the first few weeks of S6, I supported the new S1 students by helping them navigate their schedules, guiding them to their next classes, and being on hand to answer any questions they had, big or small. Since the S1s go to lunch before the rest of the Senior School, I also assisted them in understanding the lunch system and ensured they were seated in their designated areas before other year groups arrived.

Throughout the year, this role has continued to develop. Along with my fellow Transition Mentor colleagues and members of staff, I help in the S1 playground during break and lunch, supervising ball games and making sure that no one is alone or isolated. Just as rewarding, although detrimental to my ego when I lose, has been helping at S1 Board Games Club at lunchtime, where pupils who would like a quiet space can take a break from the playground. 

This role has supported my position as House Captain, as I have been able to build relationships with more of the younger pupils in a different way. It’s also helped me develop leadership and communication skills by finding new ways to engage with more nervous pupils. It will help me in the future,as I hope to pursue a career in Educational or Counselling Psychology - roles that entail supporting children through their time at school. The experience has also deepened my appreciation for how daunting transitions can be, and the positive impact that a friendly face or a cheery word can have on someone who is feeling unsettled. 

The Transition Mentor role has fitted in really well to my S6 experience, allowing me the opportunity to give back to the College, something I truly value. It has been incredibly rewarding to observe younger pupils become more confident and comfortable in the playground and the corridors of Schoolhill, and I’m excited by the possibility of working further with some of the S1s during Projects Week in June. 

Supporting the next generation: My journey as an S1 Transition Mentor