ABSTRACT
The transition from primary to secondary school has long been acknowledged as an important change in the lives of most students [1]–[3]. Despite contextual variations in school systems, similarities in the features of this transition exist [4]. Typically, the secondary school transition involves si-
multaneous changes in school environments, relationships, and academic expectations [1], [5]–[7]. Students in Western Societies, including Australia, negotiate the school transition at a time in development when they are striving to gain independence from their parents, establish a unique identity [8], [9], and gain approval and support from peers [10]. Adjusting to the changes associated with the secondary school transition can be challenging. Unsuccessful negotiation may set some students on a trajectory of diminishing returns, not only in the short-term [11], [12], but also years thereafter [2].
