A review of the academic and psychological impact of the transition to secondary education

Evans, Danielle, Borriello, Giulia A and Field, Andy P (2018) A review of the academic and psychological impact of the transition to secondary education. Frontiers in Psychology, 9 (1482). pp. 1-18. ISSN 1664-1078

[img] PDF - Published Version
Available under License Creative Commons Attribution.

Download (844kB)
[img] PDF - Accepted Version
Download (383kB)

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 wellbeing 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, Jacobs, Schramm, & Splittgerber, 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.

Item Type: Article
Keywords: School Transition, Anxiety, Psychological health, academic achievement, secondary education, primary education
Schools and Departments: School of Psychology > Psychology
Research Centres and Groups: Centre for Innovation and Research in Childhood and Youth
Depositing User: Sanjeedah Choudhury
Date Deposited: 08 Oct 2018 14:24
Last Modified: 02 Jul 2019 14:18
URI: http://sro.sussex.ac.uk/id/eprint/79186

View download statistics for this item

📧 Request an update