This report is part of a larger project investigating school satisfaction of early adolescents in Hong Kong. The research questions in this part of the study focused on the school experience of 21 high-ability Chinese students aged 9–14 in Hong Kong primary and secondary schools. Semi-structured interviews were conducted with each of the participants. From the qualitative data collected, six influences on their school satisfaction emerged ― two that could be classified as ‘personal influences’ (goal-directed thoughts and motivation; self-discipline and self-regulation) and four themes that reflected ‘environmental influences’ (positive teacher-student relationships, classmates emotional and instrumental support, parental involvement in students’ learning, talent development opportunities). The findings from the study can help to inform school personnel on modifiable aspects of school environments that can help high-ability students succeed and at the same time enjoy their school life.

Davies and Fletcher (2001) reported on the practice of pre-primary grade repetition in Western Australia. The current study examines the longer-term academic and social outcomes for children who participated in the 2001 study. Its purpose was to determine whether significant longer-term differences existed between children who had repeated pre-primary, children who were considered at risk of not coping in year 1, and a control group of children who were considered competent at the start of year 1. The differences between the literacy levels, self-concept, and social skills of the 3 groups (ṉ = 33) were examined at the end of year 2. The competent group had significantly better literacy skills than the at-risk group, while the retained group lay midway between the two groups on these measures. No significant differences were found between the 3 groups on measures of socio-emotional development. The implications of these findings for school policy on grade repetition are discussed.