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Improving primary to secondary school transitions: A systematic review of school-based interventions to prepare and support student social-emotional and educational outcomes

journal contribution
posted on 2023-09-25, 23:34 authored by R Beatson, J Quach, L Canterford, P Farrow, C Bagnall, P Hockey, E Phillips, GC Patton, Craig OlssonCraig Olsson, J Ride, L McKay Brown, A Roy, LK Mundy
The transition from primary to secondary school is characterised by multiple substantial changes in children's physical, organisational, social, and pedagogical environments. Adjusting to these changes can be difficult, and problems doing so can have serious and wide-ranging long-term consequences. Currently it is not clear for educators, policy makers and researchers which programs and practices to prepare and support students are most efficacious, feasible to deliver, and suitable for different student populations. This review systematically identified and evaluated published experimental and quasi-experimental studies of school-based interventions to improve student social-emotional (i.e., peer-relationships, self-concept, mental health) and educational (i.e., school engagement, academic achievement) outcomes following primary-secondary transition. Searches were conducted across five bibliographic databases (ERIC, ERC, PsycINFO, CINAHL and Web of Science Core Collections), several program databases and research registers, in February 2022. A total of 26 studies met inclusion criteria. Overall, the review found most interventions had positive effects on at least one relevant transition adjustment outcome. However, there is a need for replication across different educational contexts, consistent measurement of outcomes, and use of more rigorous evaluation methods. The evidence presented in this review will inform decisions about the design or selection, implementation and further evaluation of primary-secondary transition interventions. In turn, this should lead to better social-emotional and educational outcomes for students, and may reduce some of the inequities exacerbated by a difficult transition to secondary school.

History

Journal

Educational Research Review

Volume

40

Article number

100553

Pagination

1-21

Location

Amsterdam, The Netherlands

ISSN

1747-938X

eISSN

1878-0385

Language

English

Publication classification

C1 Refereed article in a scholarly journal

Publisher

Elsevier