This action research study investigates how cooperative learning strategies support interpersonal communication and social adaptation among newly admitted Grade 7 students. Conducted at the Nazarbayev Intellectual School of Science and Mathematics in Karatau district of Shymkent, Kazakhstan, this research contributes to broader European and international discussions on student-centred pedagogical practices by demonstrating how cooperative learning strategies can support newly admitted students’ social adaptation and the development of interpersonal relationships.

In Kazakhstan, students enter Nazarbayev Intellectual Schools from diverse educational, regional, and socio-cultural backgrounds starting from Grade 7. For many learners, this transition is accompanied by social stress, limited peer interaction, and difficulties in building interpersonal relationships.

The formation of students’ interpersonal relationships remains a challenge in contemporary education systems. Although learning is often described as a social process, in practice many students struggle to communicate effectively, particularly when they enter unfamiliar school environments. Social isolation, misunderstandings among peers, feelings of insecurity, and a reluctance to engage in collaborative work are common features of classroom life and frequently contribute to a negative psychological climate and declining learning motivation. When these social dynamics are overlooked, the adaptation process can become a source of stress rather than growth.

International research on cooperative learning has demonstrated its effectiveness in developing students’ social skills, interpersonal communication, and ability to work collaboratively. In particular, the works of David W. Johnson and Roger T. Johnson (2009) emphasize cooperative learning as an effective approach that enhances not only academic achievement but also social, personal, and communicative skills. Studies by Slavin (1995) highlight that certain modifications of cooperative learning, which incorporate intergroup competition, can increase students’ engagement and motivation. In contrast, Kagan’s (Kagan, n.d.) structural approach to cooperative learning focuses on helping students perceive one another as equal partners rather than rivals, thereby fostering harmonious interpersonal relationships. Additionally, researchers studying Singapore’s (2014) educational practices conclude that cooperative learning positively influences collaboration, critical thinking, and communication skills.

This study addresses the following research question:

-          Which teaching strategies support students’ learning as equal partners within learning environments grounded in trust and cooperation rather than competition?

To address these questions, a qualitative research approach was adopted involving 15 students Grade 7 from 1 class. A Peer Relations Questionnaire collected at the beginning of the academic year indicated that 80% of newly admitted Grade 7 students required psychological and pedagogical support in adapting to the new school environment. This study responds to this challenge by examining whether cooperative learning strategies can reduce social isolation and promote meaningful peer interaction.

Based on these theoretical foundations, cooperative learning strategies appropriate to students’ age characteristics were implemented for 3 months during the first term of the 2025–2026 academic year. In Grade 7C (15 learners), Spencer Kagan’s structure-based Mix-Pair-Share strategy was adapted and applied through an activity titled “Connect the Bridge”. Several modifications were made to the given method, as a result cards were distributed so that one student who did not usually interact with others received a card with a question, while another received a card with the corresponding answer. This intervention was intentionally implemented to promote purposeful interaction, encouraging students to find their “matching pair,” engage in dialogue, and collaboratively complete the task. To find the correct answer to their question, each student approached several classmates and exchanged ideas with them. After finding their matching pair, the students were given a shared task to complete together. During the “Connect the Bridge” activity conducted based on the Mix-Pair-Share method, students demonstrated a high level of emotional engagement, which enabled them to quickly establish communication with one another. Through peer teaching, they were able to master the tasks effectively. The “Clock Buddies” method proposed by us contributed to cooperative learning, to students working as equal partners according to a defined structure, and to establishing relationships based on trust rather than competition. This study addresses a gap in the literature by examining cooperative learning as a psychosocial support mechanism during school transition rather than as an instructional strategy for academic outcomes. When applying the “Clock Buddies” method, students worked as equal partners following a structured procedure. They were able to build relationships based on trust rather than competition. Students who rarely interacted with each other were intentionally given cards containing either questions or corresponding answers. This intervention required students to actively communicate with classmates in order to find their matching pair. After finding their partner, students were given a joint task to complete together. Specifically, they were asked to conduct a step-by-step literary analysis of a poem.

To determine the extent to which the implemented methods contributed to strengthening students’ interpersonal communication, a Peer Relations Questionnaire was conducted again. The questionnaire results were compared with the initial data, revealing a positive dynamic in interpersonal relationships among students. The proportion of students requiring additional support in the classroom decreased from 80% to 33%, indicating that most learners had adapted to the new environment and shown improvement in their interpersonal communication with classmates. Qualitative data were gathered through classroom observations, a reflective teacher journal, and student interviews. This triangulation allowed for a comprehensive analysis of changes in students’ interpersonal behaviour, engagement, and confidence in peer interaction. Students demonstrated increased willingness to communicate, collaborate, and support peers during group tasks. While cooperative learning has been widely studied in academic achievement contexts, fewer studies have explored its role in supporting social adaptation and well-being during critical school transitions. This action research contributes to the field by examining cooperative learning as a psychosocial support mechanism for newly admitted students in a selective school context. This study aligns with the European and global agenda for inclusive and equitable quality education, emphasizing student well-being, social inclusion, and supportive learning environments as key conditions for sustainable educational development. The findings suggest that cooperative learning strategies can be beneficial for both public and private schools across European contexts, where students commonly transition to secondary education between Grades 5 and 7, a period often associated with increased social and emotional challenge. Overall, the three-month intervention resulted in increased trust among students and the gradual formation of a warm, supportive classroom atmosphere. The findings suggest that systematic use of cooperative learning strategies significantly contributes to the successful adaptation of newly admitted students, the development of interpersonal communication skills, and effective collaborative learning.

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