Systematic literature review of primary‒secondary transitions: International research
Open accessAbstract
A systematic literature review of international empirical research was conducted to understand the impact of primary‒secondary transition on children’s experiences, outcomes and protective/risk factors. The review covered the period 2008‒2018 and met the gap in previous literature reviews. Using the EPPI‐Centre approach, authors included 96 studies in the review. Synthesis of the findings suggested that, in the main, perceived and real relationships with teachers and peers led to positive or negative experiences. Pupils and parents were primarily concerned with changes in relationships during the transition from primary to secondary school. Some studies reported that transition can also have a positive effect on opportunities for establishing new friendships. There was a decline in educational and wellbeing outcomes, and there was a link between the two. However, we cannot say with any confidence whether this impact on outcomes was as a result of the transition to secondary school, and whether it was sustained over time. Protective and risk factors were related to the child and significant others in their ecosystem. There were contradictory findings about the impact of organisational and educational systems. A limited number of studies examined the differential impact of transitions on children with additional support needs. This review is the first to bring together various aspects of transitions and as a result provides some unique insights and makes an original contribution. It became clear that it is difficult to predict the impact of interactions between experiences, outcomes and factors, given the gaps in existing literature. The paper concludes with recommendations for policy, practice and future research.
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Our systematic literature review summarised factors considered to have an impact on transition experiences from international literature published between 2008 and 2018.
“Our systematic literature review summarised the factors considered to have an impact on transition experiences from the international literature published between 2008 and 2018 (Jindal-Snape et al., 2020).”
From Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset (2023) · cites this paper as Jindal-Snape et al., 2020
The title and keywords in the indexed copy identify this as a systematic literature review of international primary–secondary transitions research. The available passages do not say that it summarised factors affecting transition experiences or establish the 2008–2018 publication window (searched for both). (LLM, conf=0.78)
Experimental — accuracy not yet measuredOver 80% of the 96 primary-secondary school transitions research articles published between 2008 and 2018 argued that primary-secondary transitions are problematic.
“over 80% of the 96 primary-secondary school transitions research articles published between 2008 and 2018 argued that primary-secondary transitions are problematic”
From Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset (2023) · cites this paper as Jindal-Snape et al., 2020
The available indexed passages (Abstract and 1 Media contribution; no page numbers) contain bibliographic details but no findings about how the reviewed articles characterized transitions. Searches for “problematic,” “80%,” “96 articles,” and “2008 to 2018” did not establish the claimed proportion, article count, or publication period. (LLM, conf=0.73)
Experimental — accuracy not yet measuredMost of these articles did not actually report on the proportion of children who experienced positive or negative transitions.
“most of these articles did not actually report on the proportion of children who experienced positive or negative transitions”
From Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset (2023) · cites this paper as Jindal-Snape et al., 2020
The passages available from our copy identify the review but do not report what proportion of children experienced positive or negative transitions, or whether the reviewed articles reported those proportions. Searches for that distinction and for ‘proportion’ returned no relevant passage, so the claim cannot be verified from our copy. (LLM, conf=0.74)
Experimental — accuracy not yet measuredPositive and negative transition experiences were examined using variables from GUS that aligned with indicators used in previous literature.
“Positive and negative transition experiences were examined using those variables from the GUS data that aligned with indicators used in previous literature”
From Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset (2023) · cites this paper as Jindal-Snape et al., 2020
The retrieved passages labeled “1 Chapter” and “2 Keynote” (no page numbers) mention school transitions but do not identify indicators used to examine positive or negative experiences. Searches for GUS, transition-experience indicators, and variables aligned with previous literature found no relevant passage in our copy. (LLM, conf=0.70)
Experimental — accuracy not yet measuredGiven the negative discourse in primary-secondary school transitions literature, the finding that a minority of children experienced a negative transition is a very important finding and is in line with Waters et al. (2014a) who found that 70% of children reported transition was easy/very easy.
“Given the negative discourse in primary-secondary school transitions literature (Jindal-Snape et al., 2020), this is a very important finding and in line with that of Waters et al. (2014a) who found that of 2078 children in their Australia sample, 70% reported that transition was easy/very easy.”
From Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset (2023) · cites this paper as Jindal-Snape et al., 2020
Split into 2 atoms — 0 confirmed, 0 partially supported, 0 disputed, 0 misattributed, 2 unverifiable. Expand the claim to see per-atom verdicts.
Experimental — accuracy not yet measured
Most authors did not explicitly state their conceptualisation or theorisation of transitions.
“most authors did not explicitly state their conceptualisation or theorisation of transitions (Jindal-Snape et al., 2020).”
From Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset (2023) · cites this paper as Jindal-Snape et al., 2020
The available passages identify the review but do not report whether the authors it reviewed explicitly conceptualised or theorised transitions. Searches for those terms and for theoretical frameworks returned only publication metadata and unrelated entries; no passage in our copy settles the claim. (LLM, conf=0.71)
Experimental — accuracy not yet measured
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Cites
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Falling behind: Lingering costs of the high school transition for youth friendships and grades
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‘It's been a bit of a rocky start’: attitudes toward physical education following transition
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Self-citation
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Jindal‐Snape, D., Bradshaw, P., Gilbert, A., Smith, N., & Knudsen, L. (2023) · Review of Education · doi:10.1002/rev3.3444 · Cited by 33 · see citing works
Self-citationBagnall, C. L., Skipper, Y., & Fox, C. L. (2022) · British Journal of Educational Psychology · doi:10.1111/bjep.12485 · Cited by 31 · see citing works
- Authors
- Jindal‐Snape, D., Hannah, E. F. S., Cantali, D., Barlow, W., & MacGillivray, S.
- Affiliations
- University of Dundee (GB)
- University of Aberdeen (GB)
- Corresponding author
- Jindal‐Snape, Divya
- Venue
- Review of Education
- Publisher
- Wiley
- Published
- 2020-03-04
- Volume
- 8
- Issue
- 2
- Pages
- 526-566
- ISSN
- 2049-6613 (ISSN-L)
- OpenAlex
- W3010418415
- Cited by
- 189
- References
- 12
- Citations by year
- 2026: 45 · 2025: 48 · 2024: 33 · 2023: 34 · 2022: 16 · 2021: 7 · 2020: 6
- FWCI
- 5.02
- Type
- journal article
- Language
- en
- Open access
- Licence
- Locations
- Review of Education (publishedVersion)
- Discovery Research Portal (University of Dundee) (publishedVersion, other-oa)
- Aberdeen University Research Archive (Aberdeen University) (submittedVersion)
- Funders
- Scottish Government
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Sociology and Political Science › Sociology and Education Studies
- Keywords
- transition to secondary school, transition to school, children's experiences, educational outcomes, well-being outcomes, teacher relationships, peer relationships, friendship, protective factors, risk factors, additional support needs, school organization, education policy
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