A Review of the Academic and Psychological Impact of the Transition to Secondary Education

Abstract

The transition from primary to secondary education is one of the most stressful events in a young person’s life (Zeedyk et al., 2003) and can have a negative impact on psychological well-being and academic achievement. One explanation for these negative impacts is that the transition coincides with early adolescence, a period during which certain psychological disorders (i.e., anxiety disorders) become more salient (Kessler et al., 2005) and marked social, biological, and psychological development occurs (Anderson et al., 2000). This review evaluates the existing literature on the psychological and academic impacts of the transition to secondary education on young adolescents. We examine the factors that plausibly increase or mitigate the risk of developing mental health issues and/or a decline in academic performance during the transition to secondary education. We also review the interplay between psychological health and academic achievement across and beyond the transition. We conclude with a summary of what schools and parents can learn from these findings to support children in a successful transition into secondary education.

Systematic literature review of primary‒secondary transitions: International research

“…Some set a clear lower and upper year range (Benner, ; Hanewald, ), others set an upper but not a lower year limit (Symonds & Galton, ; Pearson et al , ), others did not specify the time period (Topping, ; Cantali, ; Evans, Borriello, & Field, ) and two papers did not stipulate the time period as one of the inclusion criteria but reported on the time range covered by included papers (Hughes et al , ; van Rens, Haelermans, Groot, & van den Brink, ). Seven reviews explicitly reported inclusion and/or exclusion criteria in the search methodology and in two papers (Cantali, ; Evans et al , ) the criteria are inferred from the focus of the review. The range and diversity of the inclusion and exclusion criteria limit our ability to draw conclusions based on a meta‐synthesis of the reviews.…”

“…children with disabilities) (Hanewald, ; Symonds & Galton, ; van Rens et al , ), and one review excluded papers in a particular curriculum area (Hanewald, ). One paper focused exclusively on children with profound and multiple learning disabilities (PMLD) (Cantali, ), one review compared children with SEN and their peers (Hughes et al , ), three papers focused on typically developing children (Hanewald, ; Symonds & Galton, ; van Rens et al , ), and four reviews did not specify whether papers involving children with additional support needs (ASN) were included or excluded (Benner, ; Topping, ; Pearson et al , ; Evans et al , ), although it could be inferred from cited studies (e.g. Evans et al , ).…”

Irregular Teacher Turnover and Student Academic Achievement in High Schools: A Study in the Subjects Mathematics, German, French and History

“…This is needed for two reasons. First, the findings of studies on school transitions have shown that males and females are differently affected by such transitions (Simmons & Blyth, 2008;Evans, Borriello, & Field, 2018). According to Blyth, Simmons and Carlton-Ford (1983, p. 106), female students' sensitivity to school changes could be attributed to the greater perceived importance of social relationships for females in the society.…”

Disruption in daily eating-fasting and activity-rest cycles in Indian adolescents attending school

“…Biologically, adolescence marks an age when the fundamental properties of the circadian timekeeping system change and develop [5]. Socially, the daily routines of students change as they transition from high school to higher secondary schools [6,7]. Psychologically, study pressures and reduced school connectedness lower their mental health [8].…”