This qualitative case study investigates student and school staff perceptions of transitions and changing social dynamics due to a temporary closure of an elementary school undergoing redesign in an inner-city neighbourhood in Toronto, Canada. Focus groups and interviews were conducted with 75 students (Kindergarten to Grade 8) and 28 staff who transitioned to two neighbouring schools during the school closure in 2011 and 2012. Students reported changes in their sense of belonging, incidents of bullying and violence, and student–student and student–teacher social dynamics during the transitional period. School staff also reported changing social dynamics among staff and students, the importance of strong leadership and teacher support during transitions and changes to school climate as a result of the transition. Suggestions and recommendations for future transitions associated with school redesign are discussed.

中文翻译：

---

学校重新设计期间学生和教职员工的社会动态和转变

本定性案例研究调查了学生和学校教职工对加拿大多伦多市中心社区因正在重新设计的小学暂时关闭而导致的转变和社会动态变化的看法。对 75 名学生（幼儿园至 8 年级）和 28 名教职员工进行了焦点小组和访谈，他们在 2011 年和 2012 年学校停课期间转学到了相邻的两所学校。学生报告了他们的归属感、欺凌和暴力事件以及学生– 过渡时期的学生和学生-教师社会动态。学校工作人员还报告了教职工和学生之间不断变化的社会动态、在过渡期间强有力的领导和教师支持的重要性以及由于过渡而导致的学校气候变化。